The document provides an overview of mentoring new teachers, including the goals and responsibilities of mentor teachers. It discusses qualities of effective mentors, such as being an outstanding teacher, willing to coach, and maintaining confidentiality. Research shows mentoring programs help significantly increase retention rates for new teachers. The roles of mentors include supporting new teachers' professional and personal development, sharing strategies, and participating in observations to collect data and provide feedback.

1. Mentoring New Teachers: A Review Iroquois Central Schools 2009

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. A MENTOR IN MY LIFE *

4. Professional Development Plan Teacher Mentor Program

5. Purpose Hmmm . . . What is the point of mentoring new teachers?

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

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. 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

20. Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district

21. Who Benefits?

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

25. Moving the New Teacher To Intentionality Coaching Packet

28. Why Peer Coach? SKILL TRANSFER Dr. Bruce Joyce

30. Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *

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. The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION See the WIKI for coaching cycle videos.

42. Confidentiality!! Problem mentee? DO: Share your concerns with your building principal or your mentor trainer. DON’T: Shop your concerns around the building.