ICS Teacher Mentor Training


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teacher mentor training

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ICS Teacher Mentor Training

  1. 1. MENTORING NEW TEACHERS Iroquois Central Schools 2006
  2. 2. GOALS • Identify qualities & roles of effective mentor teachers • Look at research on effective mentoring • Apply essential mentoring skills • Observe and practice a coaching conference • Examine data collection methods for observations • Identify strategies for confidentiality
  3. 3. WHO AM I TRAINING? School Years Teaching Content Area Learning Style *
  4. 4. Meet & Greet <ul><li>Introduction </li></ul><ul><li>Share mentor story </li></ul><ul><li>Share title of last good movie </li></ul>
  5. 5. Learning Styles WHAT? WHY? SO WHAT? WHAT IF?
  6. 6. Applying Learning Styles <ul><li>What’s your style? </li></ul><ul><li>Quad Activity </li></ul><ul><li>Reflect </li></ul>
  8. 8. Professional Development Plan Teacher Mentoring Program
  9. 9. Shared Reading <ul><li>Reader A: </li></ul><ul><li>• read Role of Mentor </li></ul><ul><li>• Make notes to share </li></ul>Individually: • Page 18 in PDP • Read Purpose • Write a one sentence summary Reader B: • read Qualifications of Mentor • Make notes to share Together: share notes & organize into Learning Style Questions
  10. 10. Why Mentor? <ul><li>Facilitate growth of </li></ul><ul><li>personal & professional development </li></ul><ul><li>of new teacher </li></ul>
  11. 11. What? <ul><li>Role of Mentor </li></ul><ul><ul><li>Supportive informational source </li></ul></ul><ul><ul><li>Non-evaluative </li></ul></ul><ul><ul><li>Aligned with NYSED regs: 2•2004 </li></ul></ul>
  12. 12. What? <ul><li>Responsibilities of Mentor </li></ul><ul><ul><li>Resource </li></ul></ul><ul><ul><li>Promote instructional competence </li></ul></ul><ul><ul><li>Share strategies for positive parent meetings </li></ul></ul><ul><ul><li>Reciprocal observations </li></ul></ul><ul><ul><li>Data collection </li></ul></ul><ul><ul><li>Goal setting </li></ul></ul>
  13. 13. So What? <ul><li>Mentor Qualifications </li></ul><ul><ul><li>Outstanding teacher </li></ul></ul><ul><ul><li>Personal interest </li></ul></ul><ul><ul><li>Willing coach </li></ul></ul><ul><ul><li>Provide specific feedback </li></ul></ul><ul><ul><li>Maintain confidentiality </li></ul></ul>
  14. 14. What if? <ul><li>You need guidance </li></ul>stop & define
  15. 15. What is a mentor? <ul><li>A teacher who . . . </li></ul><ul><ul><li>provides guidance and support </li></ul></ul><ul><ul><li>ensures confidentiality </li></ul></ul><ul><ul><li>effects a collegial relationship </li></ul></ul><ul><ul><li>invites honesty, risk-taking & self-reflection </li></ul></ul><ul><ul><li>. . . for the new teacher. </li></ul></ul>*
  16. 16. What is the mentor relationship? <ul><li>In general it should be characterized as </li></ul><ul><li>professional, flexible, trustful, </li></ul><ul><li>mutually educational & </li></ul><ul><li>entailing sustained, frequent contact. </li></ul><ul><li>NYSED, 10•2003 </li></ul>
  17. 17. Needs of New Teachers Parents Standards Faculty Policies Curriculum Discipline Certification Requirements Report cards Open House Lesson Plans Personal Well Being Logistics School Culture Student Culture
  18. 18. Phases of New Teachers’ Attitudes Toward Teaching <ul><li>Anticipation </li></ul><ul><li>Disillusionment </li></ul><ul><li>Reflection </li></ul><ul><li>Rejuvenation </li></ul><ul><li>Survival </li></ul>
  19. 19. Graphing the Attitudes <ul><li>Pull blank graph from your folder </li></ul><ul><li>With a friend, discuss YOUR attitudes toward teaching </li></ul><ul><li>Individually, chart YOUR attitudes </li></ul>
  20. 20. Phases of New Teachers’ Attitudes Toward Teaching Aug ----------------------------------------------------------------------- July Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I I I I I I I I I I v Why IP?
  21. 21. Why Induction & Mentoring? • The NEA projects that 250,000 new teachers will be hired each year for the next 10 years. • 40% of new teachers leave within their first 5 years; 50% in urban & rural districts leave • Some of the most talented new teachers are those who leave teaching
  22. 22. The Difference a Mentoring Program Makes <ul><li>Rochester, NY 1986 </li></ul><ul><ul><li>65% retention of new teachers pre- mentoring program </li></ul></ul><ul><ul><li>91% retention with mentoring program </li></ul></ul>
  23. 23. The Difference a Mentoring Program Makes <ul><li>California, BTSA Program </li></ul><ul><ul><li>40% retention after 5 years: new teachers not participating in BTSA </li></ul></ul><ul><ul><li>90% retention after 5 years: BTSA participants </li></ul></ul>
  24. 24. Purposes of an Induction Program <ul><li>Increase retention of promising beginning teachers </li></ul>Improve teaching performance *
  25. 25. Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district
  26. 26. Who Benefits?
  27. 27. Excellent Teachers <ul><li>“ When instruction is accompanied by discovery, . . . </li></ul><ul><li>then it is in sharp distinction from indoctrination, </li></ul><ul><li>[it] always consists of activities on the part of teachers </li></ul><ul><li>that cooperate with activities performed by the minds of students engaged in activities” </li></ul><ul><ul><ul><ul><ul><li>Dill, 1990 </li></ul></ul></ul></ul></ul>
  28. 28. Excellent Teachers Do . . . <ul><li>Find your learning style quad </li></ul><ul><li>Brainstorm: things excellent teachers do </li></ul><ul><li>List on poster Post Its </li></ul><ul><li>Post on wall </li></ul><ul><li>Check out other posters </li></ul>
  29. 29. What Excellent Teachers Do Create instructionally secure environment Consider student ability & make adjustments Use appropriate instructional feedback & assessments Reflect on their practice Focus on student learning Respect students
  30. 30. Danielson’s Components of Professional Practice <ul><li>Domain 1 : Planning and Preparation </li></ul><ul><li>Domain 2 : The Classroom Environment </li></ul><ul><li>Domain 3 : Instruction </li></ul><ul><li>Domain 4: Professional Responsibilities </li></ul>========================================================> Unsatisfactory Basic Proficient Distinguished
  31. 31. Meet Your Mentee <ul><li>• View the observation </li></ul><ul><li>• What would you discuss with your mentee after observing this class? </li></ul>
  32. 32. Window of Intentionality Understanding Don’t Know Know Can’t Do Can Do Activity Miracle Theory Magic Intentional
  33. 33. Mentor’s Intentionality <ul><li>“ By a helping relationship, I mean a relationship in which at least one of the parties has the intent promoting the growth, development, maturity, improved functioning, improved coping with life of the other” </li></ul><ul><ul><ul><ul><ul><li>- Carl Rogers, 1958 </li></ul></ul></ul></ul></ul>
  34. 34. Moving the New Teacher To Intentionality Coaching Packet
  35. 35. Peer Coaching <ul><li>Non-evaluative process </li></ul><ul><li>Two or more professional colleagues work together for a specific, predetermined purpose </li></ul><ul><li>To improve, as well as validate, teaching performance </li></ul>*
  36. 36. Most Effective Peer Coaching <ul><li>Structured Observation </li></ul><ul><ul><li>Breaks down process of teaching for reliable identification & improvement </li></ul></ul><ul><li>Data Gathered </li></ul><ul><ul><li>Provides objective & descriptive recording of teacher behavior </li></ul></ul><ul><ul><li>Provides useful feedback, not subjective evaluation </li></ul></ul>
  37. 37. Why Peer Coach?
  38. 38. A New Approach to Supervision <ul><li>Instructional Leadership </li></ul><ul><ul><li>• Technical: science of teaching </li></ul></ul><ul><ul><li>• Professional: personal experience </li></ul></ul><ul><ul><li>• Ethical: student directed </li></ul></ul>*
  39. 39. Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *
  40. 40. “Leadership for Learning” Reader A: • read IL Approaches & Behaviors (39) • read Outcomes of Conference • Make notes to share Reader B: • read Clarifying Your Approach • read What to do with Approaches • Make notes to share Together: share notes, then look at the Application Chart in folder
  41. 41. What’s Your Style? Collaborative Nondirective NEED FOR STRUCTURE Directive • listening • clarifying • encouraging • reflecting • reflecting • presenting • problem solving • negotiating • directing • standardizing • reinforcing LOW HIGH Glickman, 1985
  42. 42. The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION *
  43. 43. An Effective Peer Observation <ul><li>Generates Data & Questions </li></ul><ul><li>Leads to Reflection, </li></ul><ul><li>Insight & Learning </li></ul><ul><li>Expands Repertoire for Both Teachers </li></ul>
  44. 44. Planning Conference <ul><li>Planning Map </li></ul><ul><li>Clarify goals </li></ul><ul><li>Specify success indicators and a plan for collecting evidence </li></ul><ul><li>Anticipate approaches, strategies, decisions, and how to monitor them </li></ul><ul><li>Establish personal learning focus and processes for self-assessment </li></ul><ul><li>Reflect on coaching process </li></ul><ul><li>Tools for Conversation </li></ul><ul><li>PAUSE </li></ul><ul><li>PARAPHRASE </li></ul><ul><li>PROBE </li></ul><ul><li>PAY ATTENTION </li></ul>M
  45. 45. Coaching in Action <ul><li>The Planning Conference </li></ul><ul><li>What did you notice in this planning conference? </li></ul><ul><li>What did the coach do that was effective? </li></ul><ul><li>What causes you to say that? </li></ul>
  46. 46. The Reflecting Conversation <ul><li>Conversation Map </li></ul><ul><li>Mentor : Summarize impression & recall supporting information </li></ul><ul><li>New Teacher: </li></ul><ul><li>Analyze causal factors </li></ul><ul><li>Construct new learning </li></ul><ul><li>Commit to application </li></ul><ul><li>Reflect on conversation </li></ul><ul><li>Coaching Tools </li></ul><ul><li>PAUSE </li></ul><ul><li>PARAPHRASE </li></ul><ul><li>INQUIRE </li></ul><ul><li>PAYATTENTION </li></ul>M
  47. 47. Coaching in Action <ul><li>• The Reflecting Conference </li></ul><ul><li>What did you notice in this planning conference? </li></ul><ul><li>What did the coach do that was effective? </li></ul><ul><li>What causes you to say that? </li></ul><ul><li>What questions would you have asked of the new teacher? </li></ul>
  48. 48. Gathering Data <ul><li>Methods of Collecting Data </li></ul><ul><li>Purpose and Value of Data </li></ul><ul><li>Use of Data </li></ul>
  49. 49. Revisiting Your Mentee <ul><li>Domain 3 : • Instruction </li></ul><ul><li>Component 3b : • Using Questioning and </li></ul><ul><li> Discussion Techniques </li></ul><ul><li>Elements: • Quality of questions </li></ul><ul><li>• Discussion techniques </li></ul><ul><li>• Student participation </li></ul>
  50. 50. Feedback <ul><li>Evaluative/Judgmental </li></ul><ul><li>Causal </li></ul><ul><li>Perceptual </li></ul><ul><li>Data </li></ul><ul><li>Reflective Questions </li></ul>Which is more damaging? • “ Can you give me a better answer? OR • “ Your lesson was excellent!!”
  51. 51. Praise <ul><li>“ Praise communicates a value judgment about another person or the person’s performance. It infers an unconscious entitlement to evaluate another. </li></ul><ul><li>At some level, we often feel uncomfortable about receiving praise. Even on occasions when it might feel good to hear “You did a great job,” the praise removes any need for one to apply her own criteria to self-assessment” </li></ul>
  52. 52. Most Valuable Point <ul><li>Write your MVP for coaching on </li></ul><ul><li>the 3 x 5 card provided. </li></ul><ul><li>Share with your friend. </li></ul>
  53. 53. Confidentiality!!