ICS Mentor Review

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How To Mentor review

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  • Activity: record three words that come to mind when you think of your mentor or if no formal mentor, someone you seeked for guidance Segue to PDP: Your responsibilities as mentor
  • Activity: Find a new friend
  • Reflect: benefit in class whole group response w/ power point
  • Reveal definition after Activity Activity: Review your list of words for Word Association Revise your thinking Record a definition of a mentor or an analogy
  • After Reading, switch gears to “Needs of New Teachers”
  • Lesson Plans/Curriculum: planning units w/ learning activities that address variety of learning styles, strategies Knowing district: policies, procedures, community Resources: materials & supplies Managing: classroom, time Emotional needs: isolation, mixing, evaluations Discipline: motivating and managing behaviors
  • Activity: Pull New Teacher Check List & calendar worksheet from packet. If time, plot activities.
  • BTSA: beginning teacher support & assessment program
  • Discuss posters, then reveal
  • Benefit in classroom
  • Replace with article link
  • ICS Mentor Review

    1. 1. Mentoring New Teachers: A Review Iroquois Central Schools 2009
    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. A MENTOR IN MY LIFE *
    4. 4. Professional Development Plan Teacher Mentor Program
    5. 5. Purpose Hmmm . . . What is the point of mentoring new teachers?
    6. 6. Why Mentor? <ul><li>Facilitate growth of </li></ul><ul><li>personal & professional development </li></ul><ul><li>of new teacher </li></ul>
    7. 7. 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>
    8. 8. What? <ul><li>Responsibilities of Mentor </li></ul><ul><ul><li>Provide a 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>Participate in reciprocal observations </li></ul></ul><ul><ul><li>Collect data </li></ul></ul><ul><ul><li>Help set goals </li></ul></ul>
    9. 9. 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>
    10. 10. What if? <ul><li>You need guidance </li></ul><ul><ul><li>Speak with your principal or the mentor trainer. </li></ul></ul><ul><ul><li>We’re here for you! </li></ul></ul>
    11. 11. 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>*
    12. 12. 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>
    13. 13. 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
    14. 14. 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>
    15. 15. 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?
    16. 16. 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
    17. 17. 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>
    18. 18. 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>
    19. 19. Purposes of an Induction Program <ul><li>Increase retention of promising beginning teachers </li></ul>Improve teaching performance *
    20. 20. Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district
    21. 21. Who Benefits?
    22. 22. 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 </li></ul><ul><li>of students engaged in activities” </li></ul><ul><ul><ul><ul><ul><li>Dill, 1990 </li></ul></ul></ul></ul></ul>
    23. 23. 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
    24. 24. 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>
    25. 25. Moving the New Teacher To Intentionality Coaching Packet
    26. 26. 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>*
    27. 27. 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>
    28. 28. Why Peer Coach?
 SKILL TRANSFER Dr. Bruce Joyce
    29. 29. 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>*
    30. 30. Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *
    31. 31. Leadership for Learning <ul><li>Review: Leadership For Learning * </li></ul><ul><li>Chapter 4 -&quot;Approaches to Working Closely with Teachers,&quot; in which G lickman discusses instructional leadership approaches </li></ul><ul><li>Directive </li></ul><ul><li>2) Collaborative </li></ul><ul><li>3) Non-directive </li></ul><ul><li>*Leadership for Learning can be found via the WIKI under Articles . </li></ul>
    32. 32. 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
    33. 33. The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION See the WIKI for coaching cycle videos.
    34. 34. 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>
    35. 35. 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 (data) </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
    36. 36. The Questions to Ask <ul><li>See the WIKI: Required Forms for a list of Planning Conference questions. </li></ul><ul><li>Remember to give your mentee the questions in advance of the Planning Conference. </li></ul><ul><li>As you conclude your observation, remember to leave the data you have collected with the mentee. That information is confidential, and it should be shared with the mentee, alone. </li></ul>
    37. 37. 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
    38. 38. The Questions to Ask <ul><li>See the WIKI: Required Forms for a list of Reflecting Conference questions. </li></ul><ul><li>The Reflecting Conference is an essential vehicle in helping your mentee move toward intentionality. </li></ul>
    39. 39. 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><ul><li>See the WIKI under Articles, Data Collection for more information on data collection approaches. </li></ul>
    40. 40. 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!!”
    41. 41. 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>
    42. 42. Confidentiality!! Problem mentee? DO: Share your concerns with your building principal or your mentor trainer. DON’T: Shop your concerns around the building.

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