3. • Mentor Task Force Charge
– Beginning Teacher Support Program Standards
– Requirements and Beyond
– Mentor Standards
– Alignment with Professional Teaching Standards
• Statewide Alignment
– 21st
Century Standards for Learning
– Professional Teaching Standards
– Beginning Teacher Support Standards
– Mentor Standards
Where are we going?Where are we going?
4. Teacher Working Conditions
• In 2010, more than 105,000 educators
(88.81%) across the state completed the
North Carolina Teacher Working
Conditions Survey.
– Perceptions of trust and support have a
direct correlation to student achievement
and teacher retention.
5. Frequency of Mentoring Activities
Reported by New Teachers and Mentors
from TWC 2010
Mentoring Activity Never Sometimes At Least
1x per week
Planning during the school day 32% 38% 30%
Observed by my mentor 20% 72% 8%
Planning instruction with my
mentor
33% 43% 24%
Having discussions with my
mentor about teaching
4% 45% 51%
6. Concerning Beginning Teachers…
• 58% said they received no release time to
observe other teachers.
• 47% had no formal time to meet with their mentor
during school hours.
• 31% never met with their mentor to develop
lesson plans.
• 53% never observed their mentor teaching.
• 33% never analyzed student work with their
mentor.
Teacher Working ConditionsTeacher Working Conditions
7. Teacher Working Conditions
• Review Data
• Focus on One Question at a time
• Develop ways to support a beginning
teacher in each category (strongly
disagree to strongly agree)
9. Standard 1 – Systemic Support for High
Quality Induction Programs
Standard 2 – Mentor Selection, Development,
and Support
Standard 3 – Mentoring for Instructional
Excellence
Standard 4 – Beginning Teacher Professional
Development
Standard 5 – Formative Assessment of
Candidates and Programs
Beginning Teacher Support ProgramBeginning Teacher Support Program
10. • PURPOSE - Annual network for LEA induction
program leaders to:
• share information
• engage in new learning on new teacher induction
• dialogue with stakeholders, policymakers, and
representatives from higher education including
community colleges and universities within the
region to learn about innovative research and
programs
• systematically assess where the LEA’s induction
program fits on the Beginning Teacher Support
Program continuum
Peer Review NetworksPeer Review Networks
11. Rubric for Self-Assessing the Beginning Teacher Support ProgramRubric for Self-Assessing the Beginning Teacher Support Program
a. Time. Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program. Program, district and site
leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning
and induction-related activities both during and outside of school time.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
Mentors work with beginning
teachers occasionally.
. . . and
Mentors work with beginning teachers
during and outside of the school day,
based upon schedule and mentor
flexibility.
. . . and
Mentors and beginning teachers have
protected time to engage in
induction-related activities.
. . . and
Mentors are provided sufficient
time to engage with beginning
teachers and support their
professional growth. Beginning
teachers are released to work
with mentors, and other support
providers as appropriate.
b. Instructional Focus. The North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System is the comprehensive guide used by all teachers, mentors and
beginning teachers to advance practice and student learning. Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management,
instruction, and student learning. Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to
continuously improve teaching and learning.
Developing Proficient Accomplished Distinguished
Not Demonstrated
(Comment Required)
Mentors focus on logistical and
operational issues, such as school
practices and culture,
administrative and classroom
procedures and norms.
. . . and
Based on classroom observations,
mentors work with beginning teachers
on issues of classroom management,
lesson planning, delivery of instruction
and student learning aligned with the
standard course of study.
. . . and
Mentors work with beginning
teachers across the full-range of
teaching practices as defined by
North Carolina Professional Teaching
Standards and identified by the North
Carolina Teacher Evaluation System.
. . . and
Mentors work with beginning
teachers on a strategic focus as
determined by the North Carolina
Teacher Evaluation System and
other assessments of classroom
practice and student learning.
c. Issues of Diversity*. Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity. Mentors guide beginning
teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population. Mentors and beginning teachers design and implement a
broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning.
Mentors are aware of equity
issues as they arise in beginning
teachers’ practice.
. . . and
Mentors support beginning teachers’
development to meet the needs of all
students and create a respectful
environment for a diverse population of
students.
. . . and
Mentors guide the beginning teachers’
appreciation for diversity and responsive
approaches to instruction during analysis
of student work, planning of
differentiated instruction and other
opportunities as they arise.
. . . and
Mentors proactively engage
beginning teachers around issues of
diversity. Mentors guide beginning
teachers in the ongoing development
of responsive curriculum and
practices.
Standard 3: Mentoring for Instructional Excellence
12. Moving with Music
• Listen to the clips from songs from the
1950s, 1960s, 1970s, 1980s, 1990s,
and 2000s
• Look at your index card and determine
in which decade your song was first
released and move to that decade
13. Not the What, But the How
• Music
• Teaching
• Mentoring
14. “Come to the edge, he said. They said,
We are afraid. Come to the edge, he
said. They came. He pushed them…
…and they flew.”
Guillaume Apollinaire
15. • A sense of optimism for teaching?
• The ability to listen well?
• The capacity to engage in reflective
dialogue that nurtures the independent
ability of a beginning teacher to assess
and enhance his or her practice?
• A commitment to continuous
professional development?
Do you have……?Do you have……?
17. Building Relationships
• Using Gray’s Mentor-Protégé Relationship
Model, discuss the following:
– What skills would a mentor need to help a
BT move through the levels in an
acceptable timeframe?
– If the BT is struggling, how might the
mentor intervene to help?
18. Standard 1 – Mentors Support Beginning Teachers to
Demonstrate Leadership
Standard 2 – Mentors Support Beginning Teachers to
Establish a Respectful Environment for a
Diverse Population of Students
Standard 3 – Mentors Support Beginning Teachers to
Know the Content They Teach
Standard 4 – Mentors Support Beginning Teachers to
Facilitate Learning for Their Students
Standard 5 – Mentors Support Beginning Teachers to
Reflect on Their Practice
Mentor StandardsMentor Standards
19. “Leadership is not magnetic personality;
that can just as well be a glib tongue. It is
not ‘making friends and influencing people;’
that is flattery. Leadership is lifting a
person’s vision to higher sights, the raising
of a person’s performance to a higher
standard, the building of a personality
beyond its normal limitations.”
Peter F. Drucker
21. Developing relationships between
mentors and beginning teachers is
foundational to ensuring a quality
induction experience, fostering
professional growth and supporting
leadership in the classroom and beyond.
Standard 1Standard 1: Mentors support: Mentors support
beginning teachers tobeginning teachers to
demonstrate leadership.demonstrate leadership.
22. Standard 1 Key Components
• Trusting Relationship & Coaching
• Leadership
• Communication & Collaboration
• Best Practices
• Advocacy for Beginning Teachers
• Ethical Standards
24. Do you know the accurate characteristics for
Generation Y? Respond with TRUE or FALSE.
1.Generation Y adults lack self-confidence.
2.Learning collaboratively and participating in group
activities comes naturally to Generation Y adults.
3.Generation Y workers expect diversity and up-to-date
technology in the workplace.
4.Generation Y adults are open to work-related face-to-
face or telephone conversations any time of the day.
5.Generation Y is the generation most tolerant of
diversity.
Generation YGeneration Y
25. 6. Generation Y workers are motivated by being
surrounded with other bright, creative people.
7. Communication styles of Generations X and Y are
very similar.
8. Virtually unaffected by the nation’s financial crisis,
Generation Y adults are dependent upon buying
now, paying later.
9. Generation Y workers respect authority and thrive
under direct supervision.
10. Generation Y workers are motivated by
meaningful work and desire immediate feedback.
11. Work-life balance is important to Generation Y
workers.
26. • What characteristics of Generation Y have
you seen in beginning teachers?
• Can you identify and explain any
differences in relationship building among
Generation Y teachers and that of other
generations?
Mentors and Generation YMentors and Generation Y
27. Final Word
• “Leading Edge” by Rick DuFour
• Independently - Read the article and highlight
passages that have meaning to you. Choose
the most important passage.
• Group – Take turns sharing the most
important statement/passage from the article.
• Group – Determine which passage is most
significant to the group. On sticky notes,
summarize “what the article meant,”
incorporating thoughts for all participants for
the FINAL WORD.
28. Mentor Continuum
Where are you on the Mentor
Continuum for Standard 1?
Share with your 12:00 appointment.
29. “To effectively communicate, we
must realize that we are all
different in the way we perceive
the world and use this
understanding as a guide to our
communication with others.”
Anthony Robbins
30. Forming strong relationships with
students is central to establishing
respectful learning environments for all
students.
Standard 2Standard 2: Mentors support: Mentors support
beginning teachers to establish abeginning teachers to establish a
respectful environment for a diverserespectful environment for a diverse
population of students.population of students.
31. Standard 2 Key Components
• Relationships with students, families, at
school and in the community
• Honor and Respect for Diversity
• Classroom Environments that Optimize
Learning
• Reaching Students of all Learning
Levels
32. Our Cultural Lens
• 40% of Americans are members of racial or ethnic
minority with approximately:
• 13% Latino/Hispanic
• 12% African American
• 4% Asian American
• 1% American Indian or Alaska Native
• 8% Other racial/minority groups
• In our schools:
• 10 million children come from homes where a
language other than English is spoken
• Language minority population will soon
outnumber the English-speaking population
33. “Our culture is the lens through which
we view the world. By better
understanding our own cultural lens,
we may better realize the importance
of honoring the cultures of each
student in our classrooms.”
-Bonnie M. Davis
34. Venn Diagram
x x x x x x x x x x x x x xx
x x x x x x x x x x x
x x x x x x x x x x x
x x x x x x x x x
x x x x x x x
x x x x x
x x x
- - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - -
- - - - - -- - - - - - - - - - - - -
- - - - - - - - - - - - - - - -
- - - - - - - - - - - - - -
- - - - - - - - - - - -
- - - - - - - - - -
- - - - - - -
- - -
/ / / / / / / / / / / / / /
/ / / / / / / / / / / / / / / / / / /
/ / / / / / / / / / / / / / / /
/ / / / / / / / / / / / /
/ / / / / / / / / / /
/ / / / / / / / / /
/ / / / / / /
/ / / /
x/-x/-
x/-x/-x/-x/-
x/-x/-x/-x/-x/-x/
x/-x/-x/-x/-x/-x/-x/-
x/-x/-x/-x/-x/-x/-x/-x/-
x/-x/-x/-x/-x/-x/-x/-x/-x/
x/-x/-x/-x/-x/-x/-x/-x/-x/-
x/-x/-x/-x/-x/-x/-x/-x/-
35. • Culturally proficient
• Occupational Culture
• Organizational Culture
• Ethnic Culture
• How does your culture, ethnicity, and
nationality differ from your students and
your colleagues?
Types of CultureTypes of Culture
36. Cultural FactorsCultural Factors
• Family
• Gender
• Race
• Age
• Sexual Orientation
• Language
• Friends
• Religion
• Geography
• School
• Income of Family
• Social Class
• Political Views
• Ethnicity
• Electronic Media
• Social Organizations
37. • Think about your classroom
communication style. How would you
describe it?
• Consider the expectations you have…
• Tyler’s video http://www.imtyler.org
Communication StylesCommunication Styles
38. Circle of Knowledge
• Rules of the Game
– Circle
– Recorder
– Order
• What are ways to differentiate for
students?
• Scoring
– Challenge
– Answers
39. • How can you shape your instructional practices
to ensure that you offer the most academically
rigorous work to all students?
• How can you encourage and support your
beginning teacher in maintaining high
expectations for all students?
• In what ways can you help your beginning
teacher in locating and accessing resources
(tangible and human) to meet the diverse
learning needs of all students?
Communication StylesCommunication Styles
40. • Research on parental involvement is clear!!
• Review headings on “Measure of School,
Family, and Community Relationships” survey
and reflection questions.
• In what area can you best support your
school and district?
Parental InvolvementParental Involvement
41. Discussion Dice
•Roll the dice. Match the sum of the dice to a
family involvement topic from the discussion
dice sheet. Share an experience that
completes the sentence. Continue rolling
and discussing.
•You may want to take notes to share these
great ideas with your mentee!
Parental InvolvementParental Involvement
42. Mentor Continuum
Where are you on the Mentor
Continuum for Standard 2?
Share with your 2:00 appointment.
43. Having in depth knowledge of the subject
matter for the scope of a teacher’s grade level
or content area is essential in promoting
student achievement.
KEY COMPONENTS
• NCSCOS and 21st
Century Goals
• Content and Curriculum
Standard 3Standard 3: Mentors support beginning: Mentors support beginning
teachers to know the content they teach.teachers to know the content they teach.
44. Did You Know 4.0?
• View “Did You Know 4.0?”
http://www.youtube.com/watch?v=6ILQrUrEWe8
• Consider the concepts presented in the
video.
• Complete the SWOT Chart individually, then
discuss as a group the Strengths,
Weaknesses, Opportunities, and Threats.
45. 1 to 2 to 4
• Individual (1) - List at least three ways to
support a beginning teacher in delivering
21st
Century content and curriculum.
• Partners (2) - Share individual lists with a
partner and decide on one way that is the
best.
• Partner Groups (4) - Join another pair and
determine the best idea from both groups.
• All – Share with the entire group.
46. Mentor Continuum
Where are you on the Mentor
Continuum for Standard 3?
Share with your 4:00 appointment.
47. “When you criticize me, I
intuitively dig in to defend myself.
When you accept me like I am, I
suddenly am willing to change.”
Carl Rogers
48. Mentors encourage and support the efforts of
beginning teachers to plan, implement, and
assess the results of teaching and learning.
KEY COMPONENTS
• Instructional Practice
• Professional Practice
• Student Assessment
Standard 4Standard 4: Mentors support beginning: Mentors support beginning
teachers to facilitate learning for theirteachers to facilitate learning for their
students.students.
49. Inventory of Present Practices
• Partner with a mentor from your school, department
or grade level
• Develop a list to be used as a resource for BTs that
details current programs in place, and that includes:
– Curricular Programs
– Behavior Plans/Expectations
– Lesson Plan Development Requirements
– Paperwork Requirements
– Hidden Rules/ School Culture/ “How we do things
around here…”
50. • The Charles Darwin School
Motto: We believe that all kids can learn –
based upon their ability.
– Student aptitude is fixed and not subject to
influence by teachers.
– As a result, we create multiple programs or
tracks to address differing ability levels.
– Tracking gives students the best chance of
mastering the content that is appropriate to
their abilities.
Are you part of a PLC?Are you part of a PLC?
51. • The Pontius Pilate School
Motto: We believe that all kids can learn – if
they take advantage of the opportunity
we give them to learn.
– It is the teacher’s job to provide all students
with an opportunity to learn by presenting
lessons that are clear and engaging.
– It is the student’s job to learn, and if they
elect not to do so, we must hold them
accountable for their decisions.
Are you part of a PLC?Are you part of a PLC?
52. • The Chicago Cub Fan School
Motto: We believe that all kids can learn – something,
and we will help all students experience
academic growth in a warm and nurturing
environment.
– A student’s growth is determined by a
combinations of his/her innate ability and
effort.
– Since we have little impact on either, we
will create an environment that fosters their
sense of well-being and self-esteem.
Are you part of a PLC?Are you part of a PLC?
53. • The Henry Higgins School
Motto: We believe that all kids can and must
learn at relatively high levels of
achievement, and our responsibility is to
work with each student until our high
standards have been achieved.
Are you part of a PLC?Are you part of a PLC?
54. • A Big Picture Look at PLCs
– What is a PLC?
– Three Big Ideas of a PLC: View DuFour clip
– Four Big Questions of a PLC: View DuFour clip
• Cultural Shifts in a PLC
– Seven groups: each take a subheading of
Cultural Shifts. Review and determine “Most
Important Thing” to share out with group.
Professional LearningProfessional Learning
CommunitiesCommunities
55. • Formative and Summative Assessments
– Groups create a “working definition” for each
type of assessment.
– List the best methods to use with each type
of assessment.
– Describe when each type of assessment is
best.
– Identify how to determine whether an
assessment is valid, reliable, and fair.
– Determine time/opportunity to share
information with your mentee.
Student AssessmentStudent Assessment
56. Mentor Continuum
Where are you on the Mentor
Continuum for Standard 4?
Share with your 6:00 clock partner.
57. “Only those who have learned
a lot are in a position to admit
how little they know.”
L. Carte
58. Mentors initiate making connections
with beginning teachers and begin
providing support before or near the
start of school or at the time of
employment for those hired later in the
year.
Standard 5Standard 5: Mentors support beginning: Mentors support beginning
teachers to reflect on their practice.teachers to reflect on their practice.
59. Standard 5 Key Components
• Allocation and Use of Time with
Beginning Teachers
• Reflective Practice
• Mentor Data Collection
60. Coaching Heavy/Coaching Light
• Read the article “Are You Coaching Heavy
or Light?”
• Choose one statement to discuss with
your table.
• As a table group, discuss:
How do you go about establishing a
relationship in which you do “heavy”
coaching when needed?
62. Collaborative Coaching
• Group yourselves into groups of 4
• Assign each of your group members a number from
1-4
• Break out of your groups of 4 and join the jigsaw
group that corresponds to your assigned number
• In your jigsaw groups discuss how your assigned
step of the cycle is helpful for the Mentor and the BT.
Become and expert on your step of the cycle.
• Return to your original group and beginning with step
#1; each expert will share how the step is helpful for
Mentors and BTs.
63. Mentor Continuum
Where are you on the Mentor
Continuum for Standard 5?
Share with your 8:00 clock partner.
64. • How are you doing now?
• What do you need to work on to improve?
• What strategies could help you improve?
• What have you learned and how can you use
it beyond this classroom?
Authentic Assessment for Mentors
65. • Based on Authentic Assessment, focus on
noted areas of weakness.
• Complete SMART goal worksheet based on
two major areas for growth opportunity
(two elements).
• Pairs share SMART goals with each other
and give suggestions/ideas as needed.
Self Assessment for MentorsSelf Assessment for Mentors
67. Wishes….to Reality
• Spend five minutes writing a reflection of
the first weeks of the first year you taught.
• Make a list of:
– What you wish you had known…
– What would have helped…
• Discuss key points in groups.
• Make a “Master List” to present to the
group and share with your mentee.
68. The Complete Picture
• Brainstorm activities/topics/events, that need to be
covered with or that affect a beginning teacher
during your assigned month.
• On chart paper, make a three column chart
• In the first column, make a list of the brainstormed
activities/topics/events
• In the second column, give the purpose of each item
listed in the first column
• In the third column, give the importance of that
activity/topic/event to the beginning teacher and the
mentor as they perform their job responsibilities.
69. Checking In with Technology
Use your cell phones to respond to the following
questions:
1. Based on your self assessment, which
mentor standard is a strength for you?
2. Based on your self assessment, which
mentor standard do you need to create SMART
goals to focus improvement?
3. Based on your participation and reflection, in
which mentor standard did you find the most
new information?
www.PollEverywhere.com
70. •Look back at Smart Goals and determine
if there is anything that you would like to
add or change as a result of the
standards discussion.
As a result…As a result…
71. • Final Questions?
• Follow-up
• Contact Information
Amy Laughter
Western Regional Education Facilitator
NC Department of Public Instruction
828-606-5026
amlaughter@hcpsnc.org
Thank you!Thank you!
Editor's Notes
Prior to beginning training, post year signs around the room, prepare materials, place music cards on tables.
Tell a little bit about myself.
We will go through some informational slides first, but most of the training will be more movement.
Name a timekeeper to remind me about breaks, lunch.
Mentor Task Force received a charge to proceed in developing recommendations for consideration by the State Board in four areas:
Create new Beginning Teacher Support Program Standards around identified induction purpose areas and design elements such as mentor selection, training, ongoing support, time, optimal working conditions and professional growth. The standards should align with the state’s Professional Teaching Standards and the Teacher Evaluation System rubric for growth.
Consider ways to support mentor programs and mentor program leaders in not only meeting minimal requirements, but aspiring toward excellence in the design and implementation of their beginning teacher support programs.
Develop Mentor Standards and consider ways in which the State Board of Education can enhance opportunities for mentor support.
Review and recommend necessary changes to State Board of Education policies on Beginning Teacher Support Programs to ensure they reflect expectations delineated in the Professional Teaching Standards.
We found that the conditions that are especially important for new teachers entering the profession are:
High quality mentoring is dependent on the presence of many of these working conditions to be effective, including:
a supportive environment, teacher engagement in decisions about instruction,
school leaders who facilitate the creation of clear and predictable decision making processes,
opportunities for mentor and new teacher professional development, and
time for educators to work collaboratively.
In addition to general trends evident from the main sections of the survey, specific questions were designed to assess perceptions of the quality of mentoring across the state. Approximately 19,000 teachers in their first three years in the profession (about 7,000 in their initial year) were asked a series of questions about the support they received. About 26,000 North Carolina teachers reported serving as a mentor to new colleagues over the past three years and were asked about their perceptions of the frequency of mentoring and any additional support they received.
CHART – part of the impetus for change. Voices heard across the state. Chart illustrates the need…
While many novice teachers are not being reached, those who were assigned a mentor and met with them more frequently indicate that the support they received was effective in many areas. Three-quarters of new teachers receiving mentoring agree that their mentor was effective in supporting instructional strategies (76 percent), classroom management/discipline (76 percent), school and/or district procedures (76 percent). Eighty percent report that their mentor supported their completion of required documentation and 85 percent of new teachers agree that their mentor provided effective general support and encouragement. Two-thirds report effective support from their mentor in their subject area.
If we want to retain our BTs, we have to do better than this. (Remember 25% of NC teachers are BTs.)
Without the support and encouragement of a good mentor, many will leave the profession.
Show handout with TWCS data regarding state averages for construct on instructional practices and support. Each group addresses a question from this construct, and develops ways to support a beginning teacher who responds with each part of the continuum (strongly disagree to strongly agree). Groups share out after compiling on chart paper. (or, create on laptop and present on smart board).
D2, H3
Note that while evaluation documents and IGP/PDP themselves look different, the requirements for BTs have not changed.
**Note: Provide a copy of TCP-A-004 - - Make sure new standards have replaced old standards (current policy on State Board Website still has old standards).
On TCP-A-004:
Read 1st page, then 4.20, 4.30, 4.40, 4.50, 4.60, 4.90, 4.100, 4.120, 4.130, Time to teach/Extra Duties Waiver
Sharing the big picture.
Self-assessment
Peer Review
Monitoring every 5 years
Design
At least one formal meeting annually, ideally in coordination with groups such as the Personnel Administrators of North Carolina and other organizations around annual meetings, trainings and other opportunities where Beginning Teacher Support Program leaders meet regionally and statewide.
Virtual platforms will be explored to facilitate extended time for program leaders to reflect and work together to assess their programs along the Beginning Teacher Support Program continuum, share successes, challenges, etc.
These annual meetings may be:
Organized by standard (as is the case in California) where the groups focus each year on a single standard reflecting, gathering evidence, exploring research and learning about innovative practice in that area.
Organized by topic based on catalysts and barriers identified by BTSP leaders; or
Organized by areas of greatest need within the region as identified by the Regional Education Facilitators in reviewing district annual plans.
Who will be involved?
Regional Education Facilitators from the North Carolina Department of Public Instruction will design and support the networks in coordination with BTSP leaders.
Up to three participants from each LEA. Suggested participants include:
BTSP program leader
District leadership including the superintendent, school board chair, etc.
District administrators who provide support to educators including the Director of Professional Development, etc.
Principals and other school leaders who oversee the implementation of BTSPs in school sites
Current mentors and/or beginning teachers
Representative from each IHE, including universities and community colleges, that provide preparation, professional development and support to teachers within the network or within any of the eight North Carolina regions.
Representatives from DPI who work directly with districts in the region such as transformation coaches, etc.
Other stakeholders and policymakers as appropriate
Facilitation
The Regional Education Facilitators will:
Guide the work of the peer networks in each of the eight service regions of the state. Core responsibilities of the facilitators are to:
Define the date, time and location of the meeting (October-November)
Prepare the agenda for the peer review network
Identify the individual(s) who will lead the “new learning” section of the meeting
Arrange a site-visit with the induction program leader for each LEA in their region. Goals of the site visit (February-March) include:
See, first-hand, the induction work at each LEA
Debrief with program leader in a “problem-posed, problem-solved” fashion
Work with each LEA to analyze and develop their required annual plan based on learning from the peer review network. The facilitators will review and aggregate these plans and summarize, from a state perspective, what various LEAs are doing to move programs forward.
Support the maintenance of a dedicated NCDPI web presence on induction. Web site may include:
Roster of induction program leaders across the state
Archive of documents and tools
Minutes of peer network meetings
Platform to support virtual forums for induction program leaders and mentors
Product
During the peer review network meeting, each LEA will be required to assess where the district’s induction program is on the identified program standard, offer evidence to support the assessment, provide feedback and suggestions for next steps to LEAs in their group and incorporate revisions into the annual plan on how the LEA can advance on the continuum for the identified standard.
Need to be proficient in monitoring each five years.
Prior to music and movement, share with participants the progression of music from 10 inch vinyl to ipods of today.
**While groups are assembling (partners or groups of 3), ask them to consider and discuss one of the following questions: How has mentoring changed in the 21st century? How have BT needs changed? What is your prior mentoring experience? What is a way you can support current BTs?
When music clip is finished, ask participants to go around the room, starting with the 50’s, and introduce themselves, their song, and a connection to the song, title, decade, or artist. (How it connects to mentoring/ beginning teachers)
**Note: Need index cards with songs printed
We still listen to music, but no longer on 8 track tapes
We still teach children, but no longer the way we used to.
We don’t take away the technology that is embedded into the children, but we use it to facilitate learning.
We still mentor, but no longer the way we used to.
The HOW has changed.
Have a volunteer read the quote. How does it relate to mentoring?
Underlying the Mentor Standards are the personal and professional habits and dispositions of a mentor that allow him or her to serve effectively in the role. As school leaders consider who should serve as a mentor, it is encouraged to select mentors who demonstrate the following attributes:
A sense of optimism for teaching;
Ability to listen well;
Capacity to engage in reflective dialogue that nurtures the independent ability of a beginning teacher to assess and enhance his or her practice;
Commitment to continuous professional development;
Desire to serve all students equitably regardless of socio-economic status, first language, exceptionality or race;
Facility to adapt instructional methods to the individual needs of students;
Commitment to collaboration; and
Ability to utilize multiple types of assessment of student work and adapt instruction from the analysis of assessment data.
Think of yourself as a mentor and answer in your head. These are the attributes a mentor should have!
Gray’s Mentor-Protégé Relationship Model shows the natural progression in the mentor-protégé relationship. In the beginning of the relationship (M), the mentor is usually the one in the relationship who is in the forefront. At this point, the protégé is probably overwhelmed and looks to the mentor to take the leadership role. As time passes, the protégé gains experience and is able to interact more with the mentor (Mp), but the protégé still lacks experience and looks to the mentor for a great deal of help and advice. Somewhere around the middle of the relationship, the protégé has gained enough confidence and experience to interact with the mentor on a more equal footing (MP). This stage is followed by a point in the relationship where the mentor acts more as a sounding board and the protégé takes on more responsibility in the areas of making independent decisions, etc. (mP). When the relationship enters the final stage (P), the mentor can actually begin to step into the background, while still providing support as necessary. However, at this point, the protégé has usually gained the independence needed to handle situations as they arise and make decisions regarding instruction independently.
Make notes page for this – Have them discuss at table: What support would you offer at each level? What would the mentor do in each of these levels to move the mentee to “Professional”? – Use next slide for this as well.
D1, H1
D1, H2 - - also used
for next slide
Gray’s Mentor Protégé Relationship Model (handout entitled, “The Mentoring Relationship” available in supplemental coaching resources folder)
Talk at tables.
D1, H2
In each standard, it is how the mentor should support the BT, and also what the mentor should be doing/modeling for the BT.
Optional Activity –
Turn and talk to a partner about the impact of this quote for mentors.
Trusting Relationship – very important!
Advocacy for BTs – You are their “Go to” person!
Ethical Standards: Pull up Code of Ethics (TCP-C-014) and highlight key points.
In order to develop a trusting relationship, we have to understand each other (and each other’s generation)
Break into four groups according to the puzzle piece you received.
Each group focuses on a generation:
Generation Y (1981-2000) - Red
Generation X (1965-1980) - Green
Baby Boomers (1946-1964) - Blue
Veterans, Traditionalists, Silent (1922-1945) - Yellow
Create a catchphrase or slogan of that generation with characteristics and challenges
Create a poster with the information.
Provide List of characteristics of each generation – “Personal and Lifestyle Characteristics by Generation”
D1, H3
Generation Y Quiz – Do this together out loud.
False
True
True
False
True
Answer questions
Vignette
D1, H4
Read vignette about Andy (Generation Y) in Resources Toolkit. Possible questions: What would a modern mentoring program look like in your school or district? How could you contribute? What professional development could you offer beginning teachers in your school or district? Does your school have a written technology plan for teachers with guidelines for acceptable technological use? What is your LEA doing to make a more modern mentoring program?
Use the article “Leading Edge” by Rick DuFour
Final Word – directions on the slide except, have one piece of chart paper entitled “The Final Word” and allow a participant from each group to attach the sticky note to the chart paper. Read notes aloud to the participants as a group and have them match similar ideas to glean the most important ideas shared by the majority.
Main ideas: “Align best practices”, collaboration/team work, Can’t grow in isolation
(Erika skipped this.)
D1, H5
Clock partners
Optional Activity –
Turn and talk to a partner about the impact of this quote for mentors.
All kinds of diversity: ability levels, different cultures, socio-economic, gender
Classroom Management
Learning styles, Multiple intelligences
We come from different places with different customs and values.
To help us calibrate…
What is culture? – Have each person write on sticky note, then share out (Maybe discuss in table groups first?)
How to Teach Students Who Don’t Look Like You
Culturally Relevant Teaching Strategies
By Bonnie M. Davis
2007
Corwin Press, A SAGE Publications Company
Thousand Oaks, California
A culture is the total of everything an individual learns by growing up in a particular context and results in a set of expectations for appropriate behavior in seemingly similar situations.
How to Teach Students Who Don’t Look Like You
Culturally Relevant Teaching Strategies
By Bonnie M. Davis
2007
Corwin Press, A SAGE Publications Company
Thousand Oaks, California
Venn Diagram (Do as table groups)
The three circles of the Venn Diagram represent the mentor, the mentees and the students of the school.
Consider the cultural differences of you, your mentee, and your students.
Complete the Venn Diagram with your similarities and differences.
Consider the implications of the similarities and differences.
Although groups may physically look alike, they may have differences based on culture, beliefs, traditions, etc. By the same token, those who look completely different may share many cultural similarities.
Share with the larger group.
Alternate Activity
Write your name above one circle of the Venn Diagram.
Your students and your colleagues represent the other parts.
Consider the cultural differences of you, your students, and your colleagues.
Complete the Venn Diagram with your similarities and differences.
Consider the implications of the similarities and differences of the groups.
Although groups may physically look alike, they may have differences based on culture, beliefs, traditions, etc. By the same token, those who look completely different may share many cultural similarities.
Share with the larger group.
D1, H6
Culturally proficient – to become culturally proficient, we need to widen our understanding of culture to involved the many types of cultures we encounter daily. This does not mean that we have to know everything there is to know about others – that is impossible. You have to have the self-awareness to know how you (ethnicity, culture, life experiences) may offend, offer, or affect others.
Occupational Culture – If you are an educator, your occupational culture is education and educators often share beliefs, dress, and language (jargon sometimes referred to as educationese), in addition to other factors.
Organizational Culture – your district and your school site. Even within your district, you will find school cultures that differ from others, yet they share a commonality because they are in the same district. Schools in the same neighborhood (elementary, middle, and high) will share the culture of their students. Elementary schools across the district will share the culture of grade school commonalities.
Ethnic Culture – some people think that culture refers to racial or ethnic differences. Ethnic culture results from our ancestral heritage and geography, common histories, and physical appearance.
How to Teach Students Who Don’t Look Like You
Culturally Relevant Teaching Strategies
By Bonnie M. Davis
2007
Corwin Press, A SAGE Publications Company
Thousand Oaks, California
Be aware of all of these all of the time!
You have to understand the different cultures to build the relationships addressed in Standard 2.
Think about your classroom communication style. How would you describe it?
Communication styles differ among groups and within groups.
Understanding student communication styles is critical. (nonverbal gestures, preferences for interacting with others)
If we do not understand their communication styles, we may be contributing to their school failure.
Something as simple as a seating plan may not be conducive to learning in some cultures.
Wait time may conflict with some students’ cultural communication styles – wait time of 5 seconds may put American Indian students at a disadvantage because their culture teaches them to think deliberately and respond more slowly after considering all options.
American Indian core values also emphasize respect, harmony, internal locus of control, dignity of individual, and cooperation and sharing. Classrooms demanding individualized work and competition work against these values.
Expectations
As you watch this video, think about: “Are we meeting the needs of all students?”
Powerful video to remind us of what an impact we have on our students.
Every child deserves your best!
In preparing lesson plans, BT needs to differentiate to meet the needs of all students.
Circle of Knowledge. (To gather great ideas to help your BT meet the needs of his/her students) – “Last Man Standing”
Participants address the question “What are ways to differentiate for students?” in small groups.
Put participants in groups and have them sit in a circle with groups members.
Give groups 5 minutes to address question.
Groups assign one member to record answers.
Group members go in order addressing the question.
If a group member gets stumped, the rest of the group can provide help with NO WORDS - pantomime, give clues, etc to help them give an answer.
Establish a specific amount of time (3-4 minutes).
When time is called, each group shares an answer.
As answers are shared, facilitator marks it off the master list or adds to the master list.
If a group shares an answer that another group has listed, the group marks out the choice.
If a group presents an answer that has already been shared, the other groups can “challenge.”
Go until groups run out of answers on the list.
Each group that shares an answer receives a point.
If a group shares a duplicate answer the point is awarded to the group who correctly identifies the challenge.
Examples of Ways to Differentiate
On-going assessment
Varied instructional approaches
Utilize graphic organizers
Multiple resources are used to deliver instruction
Students are actively engaged
Product-based assessments
Student created assessments
Cooperative Groups (multi-leveled)
Physical Accommodations
Students are provided multiple opportunities to make decisions about learning needs
Flexible grouping is consistently used
Student readiness and growth are regularly assessed
Instruction is concept-focused
Use of Role Audience Format Topic (RAFT)
Use of Know Understand Do (KUD)
Use of rubrics
Formative assessment
Incorporate parent volunteers
Encourages inclusion of all students
Tiered Assignments
Assignments based on learning styles
Instructional choices based on student background
Choices based on interest
Choices in homework assignments
Addresses different learning styles
Meets social, emotional, and academic needs
Lessons accept that different methods are of equal value
D2, H7
Use the information from the article and the diagram to create dialogue to follow up the last statement on the previous slide.
D1, H7 and
Answer Sheet
How can you encourage your beginning teacher to maintain high expectations for all students?
In what ways can you help your beginning teacher in locating and accessing resources (tangible and human) to meet the diverse learning needs all students?
Activity: Stand Up/Hand Up/Pair Up or Chair Touch
Have participants stand up and walk around the room chatting with other participants. When time is called (usually a minute or two), have participants assemble into pairs, groups or three, or four (facilitator choice, alternate with each question). Ask participants to discuss the question, then when the facilitator calls time, participants start circulating and chatting with others until group size and time is called again.
Conclusion: How we communicate with students determines whether or not we are meeting the needs of students at all levels.
The research on parental involvement is clear: when parents are more actively and meaningfully involved in their child’s education, many successes are experienced by the child.
Ask participants to complete Measure of School, Family, and Community Relationships survey and reflection questions.
One-day: Participants can complete later on their own or in their school or PLC. Show some of the high points.
D1, H8
**Pass out dice for next activity.
Discussion Dice - need 24 dice (12 groups) and Discussion Dice sheets.
D1, H9
Clock partners
BT not only has to know their grade level content, but also grade levels above and below. – Vertical alignment
What questions do you ask yourself as you reflect on your work? Ask yourself these questions reflecting on your teaching.
As mentors we need to reflect also. We are the role models for BTs!
The following questions offer you an opportunity to reflect on simple things that make a difference in working with diverse learners: your heart, your body, and your interactions with students and colleagues.
These questions address the who of your teaching, a piece that is just as necessary, if not more so, than the what, how, and why.
How to Teach Students Who Don’t Look Like You
Culturally Relevant Teaching Strategies
By Bonnie M. Davis
2007
Corwin Press, A SAGE Publications Company
Thousand Oaks, California
Handout SWOT Sheet. Participants respond to each segment and then discuss as a group before moving to the next segment (strengths, weaknesses, opportunities, threats) in relation to the concepts in the video. (Technology)
ALTERNATE ACTIVITY – 20th vs 21st Century classrooms (see next slide).
D2, H1
1 to 2 to 4 - (Instead of deck of cards, have them pair up, choose a best answer, then pair with another pair to choose best answer, then share out that answer with the group) ** Have them put sticky notes on poster to type up and place on the wiki as a resource for them as they work with BTs.
Use a deck of cards. Distribute a card to each participant.
Remove cards to make sure that there are the same number of cards as participants – strategically “stack” the deck to make sure that everyone will have partners. Make sure only one ace remains in the deck.
The participant who receives the ace will serve as the recorder for the activity.
Create partners by getting together with “red 2s” or “black 10s”.
To create partner groups, join all “2s” or all “4s”.
Participants list at least three ways they can support a beginning teacher in delivering 21st century content and curriculum.
Participants then share their individual lists with a partner and decide on one way they both like best.
The pair joins another pair and determines the best idea from both groups to share out with the entire group.
The “ace” records the answers shared by different groups.
ALTERNATE ACTIVITY – 20th vs 21st Century classrooms
Participants read through the chart, then self assess in relation to the chart. Afterwards, participants line up from one side of the room to the other, from 20th century to 21st century, based on where they believe they fall in their own school/classroom. A discussion follows regarding why participants place themselves where they do, and what they can do to grow.
D2, H2
Hand out 2nd grade math curriculum. Divide the first standard into 3 parts (it’s much longer than the other standards).
Handout KUD chart needed for each individual.
D2, H4
D2, H5
Before this activity, post Multiple Intelligences posters
Alternate Activity-Questions to Consider. Groups are each assigned an intelligence. Groups read through the questions to consider when developing lesson plans on the “Multiple Intelligences” handout. Groups then draw a diagram, picture, etc on chart paper that addresses the needs of that type of learner (a perfect learning environment). Present these to the group.
When BTs are doing lesson plans, they need to be cognizant of students’ different intelligences.
D2, H6
Clock partners
Optional Activity –
Turn and talk to a partner about the impact of this quote for mentors.
This quote introduces Standard 4.
Group mentors from same school/LEA because they will be looking at same programs that way.
Consider an instructional program in your school – one that is widely used and will be used by beginning teachers. In small groups with other mentors from your school, discuss the following questions:
How long has the program been in place?
What has been the impact of the program on student success?
How closely is the program aligned with 21st Century Standards? If not well-aligned, what can be done to facilitate alignment?
(continued on next slide)
ALTERNATE ACTIVITY: Inventory of Present Practices (see slide 57)
Is the program utilized / implemented effectively, efficiently, consistently?
Does the program correlate with the goals on your school improvement plan?
What is exemplary about the program?
What part of the program needs improvement?
These questions make you think about whether your program aligns with standards. If not, why are you doing it? What would you need to do to change?
ALTERNATE ACTIVITY: Inventory of Present Practices (see slide 57)
ALTERNATE ACTIVITY: Inventory of Present Practices
Partner with a mentor from your school, department or grade level.
Develop a list (can be converted to a database) to be used as a resource for beginning teachers. The list should detail current programs in place in your school, department, or grade level.
Include:
Curricular Programs (literacy, science kits, language programs, etc)
Behavior Plans / Expectations
Lesson Plan Development Requirements (graphic organizers, technology, format, etc)
Paperwork Requirements – IEPs, PDPs, RTI records, assessments, etc
Hidden Rules / School Culture / “How we do things around here…”Could use Mentor Checklist Timeline here as a handout (in toolkit)
**Another resource to refer to is 9-Weeks Mentor Checklist, located in Supplemental Coaching Resources.
**D2, H8
Think about your school or district. If you had to pick one school of thought that matches your school or what your school is doing, which one would it be?
Learning is fixed - - born with it - - teachers have no control over how much a student can learn.
Teacher is the judge - - hold students accountable.
Cheerleaders - - provide the best!!!
Pygmalion - - can smooth out rough edges with high standards.
Which school most closely resembles the one in which you work?
What could you do to change your school if needed?
After seeing all choices, we would all agree that we would like to work in the Henry Higgins school. Is that our reality??
If you are truly embracing the PLC shifts then your school will look most like the Henry Higgins school!
Professional Learning Communities Discussion
Use “A Big Picture Look at Professional Learning Communities” article and show two DuFour clips.
Use Cultural Shifts in PLCs handout for second bullet. (Have participants count off 1-7)
Three Big Ideas: Focus on Learning
Build a collaborative culture
Focus on Results
Four Big Questions: What do we want students to learn?
How will we know they have learned it?
What will we do if they don’t learn it?
What will we do if they already know it?
D2, H9
D2, H10
Use the Professional Learning Community Assessment. (PLC Implementation Rubric?)
D2, H11
Formative Assessment:
Occurs many times during a lesson, identifies gaps during instruction
Check for understanding
Give descriptive feedback
Where am I going? Where am I now? How do I close the gap?
Clock partners
Optional Activity –
Turn and talk to a partner about the impact of this quote for mentors.
Mentors meet regularly with BTs and coach them.
Help them reflect for continuous improvement in teaching and learning.
Coaching cycle: Determine focus of observation, Observe and collect data, Analyze data, Develop plan of action to improve
Pairs face each other, with coach mirroring tone, body movement, and mannerisms of beginning teacher. Pairs take turns with each as a BT and a coach. BT presents a problem (encourage participants to think of any authentic problem they may be having right now, personal or professional). BT shares the problem. The coach paraphrases the issue, receives validation on the understanding or additional information if needed, then asks questions. The entire process takes about 3 minutes for each “session.” At no point should the coach attempt to “solve” the problem.
Use “Coaching with a Focus” information, located in “Standard 5” folder on the Mentor Training DVD.
D2, H14
Clock partners
Activity-Note**: Self-assessment for mentors completed prior as Day 1 homework.
Answer the Authentic Assessment questions individually based on mentor self-assessment completed for homework (Mentor Continuum).
Review Authentic Assessment based on noted areas of weakness on the self-assessment.
D2, H12
Complete SMART goal worksheet (form or questionaire) based on two major areas of growth (two elements).
Pairs share SMART goals with each other and give suggestions/ideas as needed.
Specific
Measurable
Attainable
Realistic
Timely
D2, H12 or
D2, H13
The first year of teaching is an emotional roller coaster for many new teachers. They go through a variety of emotions, from the highs of “This is what I have always wanted to do and now I have my own class,” to the lows of “Why did I ever think I could be a good teacher?” In fact, the path they take is fairly predictable and the various stages they pass through are distinct and recognizable. Below is a chart showing the various attitudes new teachers display during the first year and an approximation of when during the school year these phases are apparent. Mentors should be aware of these stages and the types of support appropriate at each stage.
Refer to “Phases of First Year Teachers” information, located in Supplemental Coaching Resources, for handout with more information about various stages.
D2, H15
Instead of writing, tell them they can close eyes and reflect on their first year of teaching. (“Did your stomach flip?”)
Instead of making separate lists, have them brainstorm at their tables. Write on sticky notes and place on chart. As others share, make a list to share with your mentees.
Alternate Activity- The Complete Picture (see next slide).
Alternate Activity- The Complete Picture
Divide participants into groups, with each group being responsible for one calendar month (August through May). Groups list activities/topics, etc. that need to be covered with a beginning teacher during that month. On chart paper, participants make a three column chart, with the list of activities in the first column, the purpose of each activity in the second column, and in the third column how the activity could be evaluated. Ask groups to write their month across the top of the chart before creating the chart columns.
Easier way: Number off 1-10. Brainstorm 5 minutes to list activities that need to be done by the BT during that month. (1-Jan, 2-Feb, … 6-Aug, 7- Sept, …)
Think about how all of this affects your BT. By September, BTs are beginning to think, “What have I done?”
**Share Mentor Timeline Checklist, Talk about mentor’s role in PDP development, etc. – Should conference about PDP at least 3x per year
D2, H16
Refer to mentor handbook – mentor continuum
Helps mentor see exactly what needs to be done to be proficient.
Implications (Culminating and Internalizing)
Participants need to be in five groups.
Using the fishbone graphic organizer, each group will focus on one of the five mentor standards.
Consider the standard. The fishbone skeleton has four parts – Developing, Proficient, Accomplished, and Distinguished (note: the fishbone graphic organizer has six “bones,” so make sure participants know the last two will be left blank).
What qualities does a mentor at EACH of those levels possess and what behaviors does a mentor at EACH of those levels exhibit? What strategies would the mentor employ at each level?
SHARE!
Discuss what a mentor at each level would need to do to move to the next level.
D2, H17
If facilitator hasn’t already done so, an account with www.polleverywhere.com should be set up (free service). After setting up the account, facilitator should add these three questions to the individual poll account. Answer choices for each question are 1, 2, 3, 4, and 5 (based on the mentor standards).
