Mentor training part 3
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The document discusses the roles and responsibilities of mentors, novice teachers, and school leaders in a teacher mentoring program. It provides guidance on what effective mentoring entails, such as facilitating ongoing reflection, acknowledging expertise, and building relationships. Mentors are expected to serve as role models, provide support and feedback, and document their interactions. Novice teachers should recognize they have more to learn, set goals, observe others, and meet regularly with their mentor. School leaders are responsible for supporting the mentoring process and selecting qualified mentors to work with new teachers.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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9
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Mentor training part 3
- 1. AM I A MENTOR? • Am I committed to the mentoring process as a non- judgmental advisor? • Am I accepting of the beginning teacher and the skills and beliefs they bring to teaching? • Will I promote self-reliance in the novice? • Am I able to articulate effective classroom practices? • Will I provide resources and support willingly? • Am I effective in different interpersonal contexts? • Do communicate hope and optimism in education?
- 2. MENTOR RESPONSIBILITIES • Serve as a professional role model • Articulate and model effective classroom practice • Foster a confidential, trusting relationship • Encourage the novice teacher in all areas • Serve as a resource for district and school policies and procedures • Meet with the novice teacher regularly (at least weekly in the first 10 weeks and biweekly after that) • Provide non-judgmental feedback after non-evaluative observations • Learn from the novice teacher • Participate in ongoing mentor training and support activities • Document time spent in the mentoring process through required logs
- 3. PRINCIPLES FOR EFFECTIVE MENTORING EFFECTIVE MENTOR AS FACILITATOR Participating in ongoing reflection Acknowledging the expertise Accessing connections to community of practice Building relationships Creating opportunities for quality conversations Adapted from Mentoring In Action by Carol Pelletier 2006
- 4. SCHOOL LEADER RESPONSIBILITIES • Serve as the “first mentor” by discussing goals and needs of the novice • Foster and support a vision and culture that empowers collaboration • Support the novice and mentor pair with resources that support effective teaching • Serve as a facilitator to the mentoring process • Select mentors based on experience, expertise, and ability to relate to others needs • Provide mentors to novice teachers as soon as they begin their assignment • Support mentoring activities • Observe and evaluate new teachers according to district
- 5. NOVICE TEACHER RESPONSIBILITIES • Develop the knowledge, skills and attitudes necessary to foster student learning • Recognize there is still a LOT TO LEARN • Ask questions • Set goals – short-term and long-term • Observe the mentor and other appropriate teachers often • Discuss feedback from visitations and be ready to try new strategies • Share ideas with the mentor – they want to learn, too! • Provide payment to the mentor • Meet regularly with the mentor to discuss professional
- 6. Mentors are those people in our lives, who through their deeds and work help us to move towards fulfilling our potential. Gordon Shea, Mentoring: A Guide to Basics
- 7. TEACHING AND THE NOVICE Human Relations Child Developmen t Planning Classroom managemen t Knowledge and use of materials Instruction al Strategies CONTENT