Mentoring In Mentoring In PracticePractice

Victoria DuffVictoria DuffMentor Training CoordinatorMentor Training Coordinator

New Jersey Department of EducationNew Jersey Department of EducationVictoria.duff@doe.state.nj.usVictoria.duff@doe.state.nj.us

609-292-0189609-292-0189

What are three questions that you anticipate your novice will have for you immediately?

What are the two most important ideas you wish to share with your novice in your first meeting?

What is one concern you have as you begin your mentoring year?

WHO ARE THE NOVICE WHO ARE THE NOVICE TEACHERS? OUR TEACHERS? OUR

ASSUMPTIONSASSUMPTIONS• Novice teachers are excited and ready to do the Novice teachers are excited and ready to do the

job.job.• Novice teachers want to make a difference.Novice teachers want to make a difference.• Novice teachers do not know what they do not Novice teachers do not know what they do not

know.know.• Novice teachers do have a work ethic.Novice teachers do have a work ethic.• Novice teachers do want support and will leave Novice teachers do want support and will leave

when support is denied.when support is denied.• Novice teachers can support mentors.Novice teachers can support mentors.• Novice teachers do have deep content knowledge.Novice teachers do have deep content knowledge.• Novice teachers are part of the profession. Novice teachers are part of the profession. How How

will you ensure that the profession continues will you ensure that the profession continues to support all students learning at high to support all students learning at high levels?levels?

BELIEFS FOR NEW BELIEFS FOR NEW TEACHERSTEACHERS

• Responsibility and accountabilityResponsibility and accountability– I believe all children can learn to high levels.I believe all children can learn to high levels.

• Personal confidence and competencePersonal confidence and competence– I have the knowledge, skills, and dispositions I have the knowledge, skills, and dispositions

to be successful.to be successful.• Learning across the continuum of practiceLearning across the continuum of practice

– I am still learning and will learn every day.I am still learning and will learn every day.• Ability to differentiate instructionAbility to differentiate instruction

– I am able to design instruction that is relevant I am able to design instruction that is relevant to all my students.to all my students.

• CollaborationCollaboration– I do not work in isolation. I am involved in I do not work in isolation. I am involved in

shared problem-solving and shared decision-shared problem-solving and shared decision-making. I support my colleagues and my making. I support my colleagues and my school.school.

adapted from: Beyond Mentoring – Saphier, Freedman, &Aschheim (2001)adapted from: Beyond Mentoring – Saphier, Freedman, &Aschheim (2001)

Roles and Responsibilities:Roles and Responsibilities:The MentorThe Mentor

• To support the novice in improving To support the novice in improving classroom practice;classroom practice;

• To use data and clear evidence to provide To use data and clear evidence to provide the novice with non-judgmental feedback;the novice with non-judgmental feedback;

• To provide the novice with a model or To provide the novice with a model or models of effective instructional practice;models of effective instructional practice;

• To support the novice in setting short and To support the novice in setting short and long term goals;long term goals;

• To assist the novice in diagnosis of problems To assist the novice in diagnosis of problems and implementation of new solutions; and and implementation of new solutions; and

• To be an advocate for the profession.To be an advocate for the profession.

A VIEW OF THE FIRST YEAR:

What are our supports?

What are the supports necessary in the anticipation and survival phases of the first year teacher?

What supports might negate some of the disillusionment phase?

Your ThinkingYour Thinking

What are two things that would What are two things that would support you in improving your support you in improving your practice? Provide a reason for your practice? Provide a reason for your thinking.thinking.

SETTING GOALSSETTING GOALS

• What are 2-3 goals for the first 10 What are 2-3 goals for the first 10 weeks of school?weeks of school?

• Indicate why each goal is important to Indicate why each goal is important to your success in helping students learn.your success in helping students learn.

• Identify the steps you will take in Identify the steps you will take in meeting the goals.meeting the goals.

• Indicate the support you will need to Indicate the support you will need to achieve the goals (administrative, achieve the goals (administrative, mentor, team)mentor, team)

What Improves Classroom What Improves Classroom Practice?Practice?

• Watching others and Watching others and having others watch having others watch you;you;

• Collaboration with Collaboration with others that allows for others that allows for creativity and creativity and innovation;innovation;

• Passion and enthusiasm Passion and enthusiasm for the students, the for the students, the grade level, the subject;grade level, the subject;

• Having confidence in Having confidence in the instructional the instructional practices employed;practices employed;

• Support from Support from administration and administration and colleaguescolleagues

SO THAT I CAN SO THAT I CAN ARTICULATE MY ARTICULATE MY

PRACTICE: An ActivityPRACTICE: An Activity• By the end of the school year I seeBy the end of the school year I see

– What my students will know and be able What my students will know and be able to do as a result of my teachingto do as a result of my teaching

– How my students will be differentHow my students will be different– How I will be differentHow I will be different– How my classroom will be functioningHow my classroom will be functioning– How I will measure the success of my How I will measure the success of my

studentsstudents– How I will measure my successHow I will measure my success

MAKING THE MAKING THE CONNECTIONCONNECTION

The New Jersey Professional Standards The New Jersey Professional Standards for Teachers provide:for Teachers provide:A common languageA common languageA linkage from theory to practiceA linkage from theory to practiceA focus for conversationA focus for conversationA set of expectationsA set of expectations

The Core Curriculum Content The Core Curriculum Content Standards provide teachers with:Standards provide teachers with:An understanding of the knowledge and An understanding of the knowledge and performances for studentsperformances for studentsA focused set of expectations for studentsA focused set of expectations for students

THE CONNECTION IS THE CONNECTION IS MADEMADE

Using the standards:Using the standards:• The new teacher is able to The new teacher is able to design lessons and design lessons and

learning opportunitieslearning opportunities for all students in their for all students in their class;class;

• The new teacher is able to use The new teacher is able to use formative and formative and summative assessmentssummative assessments to support student to support student learning;learning;

• The new teacher can The new teacher can make needed make needed adjustmentsadjustments to curriculum and lessons; and to curriculum and lessons; and

• The new teacher is able to The new teacher is able to articulate how the articulate how the student is learningstudent is learning to the mentor, to the to the mentor, to the supervisor, and to the parents.supervisor, and to the parents.

MENTORING MENTORING CONFERENCES:CONFERENCES:

The FocusThe Focus• Teacher growth and Teacher growth and

increased student learningincreased student learning• Builds on knowledge, Builds on knowledge,

skills and dispositions for skills and dispositions for teachingteaching

• Task-orientedTask-oriented• Provides ongoing feedbackProvides ongoing feedback• Uses dataUses data• Builds on competenciesBuilds on competencies• Uses time wiselyUses time wisely• Ensures follow-up and Ensures follow-up and

follow-throughfollow-through

CONFERENCING CONFERENCING TOGETHERTOGETHER

• The purpose of a conference is to:The purpose of a conference is to:– Discuss challenges and successesDiscuss challenges and successes– Identify new strategies and practice themIdentify new strategies and practice them– Develop plans for implementing new ideasDevelop plans for implementing new ideas– Review procedures for upcoming eventsReview procedures for upcoming events– Set goalsSet goals– Find resourcesFind resources– Identify next steps for the mentor and the Identify next steps for the mentor and the

menteementee

THE NEED FOR TRUSTTHE NEED FOR TRUST

TRUST T-GRAPHTRUST T-GRAPH

Looks Like Sounds Like

Remember a time in which you placed tremendous trust in someone . What did it feel like? What were the reasons you placed trust in this person? What were the reactions of the other person? What were your reactions?

AS A COACH I MUST…AS A COACH I MUST…

• Actively listenActively listen• Acknowledges what is being said – Acknowledges what is being said –

verbally and non-verballyverbally and non-verbally• Paraphrase and summarizeParaphrase and summarize• Reflect your meaning and feelings backReflect your meaning and feelings back• Ask guided questionsAsk guided questions• Encourage reflection of the actionsEncourage reflection of the actions• Share expertiseShare expertise• Thank the teacher for the opportunity to Thank the teacher for the opportunity to

work togetherwork together• Maintain confidentialityMaintain confidentiality

PROBLEM SOLVINGPROBLEM SOLVING

• Help the novice identify the problem Help the novice identify the problem (s).(s).

• Brainstorm potential solutionsBrainstorm potential solutions• Evaluate the solutions for feasibility Evaluate the solutions for feasibility • Select a solution to trySelect a solution to try• Design a plan and implementDesign a plan and implement• Evaluate the solutionEvaluate the solution

The 21The 21stst Century Mentor’s Handbook. ASK Publications, 2005 Century Mentor’s Handbook. ASK Publications, 2005

PEER OBSERVATION PEER OBSERVATION POSSIBILITIESPOSSIBILITIES

Novice teacher observes the mentor

Mentor observes the novice teacher

Novice teacher observes another teacher

Novice teacher/mentor shadow another teacher

Novice teacher and mentor team teach

Novice teacher is videotaped and mentor and novice analyze

Novice teacher observes special areas (library, LDTC’s, guidance)

AND WHO SUPPORTS AND WHO SUPPORTS ME?ME?

• My principal and/or supervisorMy principal and/or supervisor• The Mentor CoordinatorThe Mentor Coordinator• Other MentorsOther Mentors• Veteran TeachersVeteran Teachers• Content expertsContent experts• Training consultantsTraining consultants• The local associationThe local association• The novice teacherThe novice teacher

JOURNALSJOURNALS

CHALLENGES TO THE CHALLENGES TO THE MENTORING MENTORING

RELATIONSHIPRELATIONSHIP• There is no common planning time:There is no common planning time:

Use e-mail at home or schoolUse e-mail at home or school

Connect through phone callsConnect through phone calls

Set a weekly day and time for meetingSet a weekly day and time for meeting

Meet before or after schoolMeet before or after school

Have lunch togetherHave lunch together

Meet outside of schoolMeet outside of school

CHALLENGES TO THE CHALLENGES TO THE MENTORING MENTORING

RELATIONSHIPRELATIONSHIPThe novice teacher does not follow The novice teacher does not follow

through with our meetings or through with our meetings or does not want assistance:does not want assistance:Have the novice set the date and timeHave the novice set the date and timeMeet informally out of schoolMeet informally out of schoolTalk about the reasons for not meetingTalk about the reasons for not meetingAsk for help in planning a lesson in the novice’s Ask for help in planning a lesson in the novice’s area of expertisearea of expertiseSuggest joint work sessions to do specific tasksSuggest joint work sessions to do specific tasksInvite the novice teacher to observe youInvite the novice teacher to observe youStop by during hectic times of the yearStop by during hectic times of the year

CHALLENGES IN THE CHALLENGES IN THE MENTORING MENTORING

RELATIONSHIPRELATIONSHIPMy novice teacher is having difficulty with My novice teacher is having difficulty with

classroom and/or behavior management:classroom and/or behavior management:Offer suggestions about student friendly room Offer suggestions about student friendly room organization or walk through the building to see how organization or walk through the building to see how others “do it”others “do it”Help the new teacher establish a plan and set basic Help the new teacher establish a plan and set basic expectationsexpectationsProvide some examples of clear and consistent Provide some examples of clear and consistent consequences for misbehaviorconsequences for misbehaviorSuggest ways to communicate with students and parents Suggest ways to communicate with students and parents (role play)(role play)Video tape a lesson and discuss what works and what Video tape a lesson and discuss what works and what doesn’tdoesn’tProvide organizational resources (binders, folders, etc)Provide organizational resources (binders, folders, etc)

CHALLENGES IN THE CHALLENGES IN THE MENTORING MENTORING

RELATIONSHIPRELATIONSHIPThe novice teacher is having problems in The novice teacher is having problems in

dealing with parents:dealing with parents:Role play parental conferencesRole play parental conferences

Help the novice establish a format for dealing Help the novice establish a format for dealing with phone calls, e-mails and letterswith phone calls, e-mails and letters

Sit in on a conference with the noviceSit in on a conference with the novice

Encourage the novice to document all parent Encourage the novice to document all parent communicationscommunications

Provide ideas for numerous parent Provide ideas for numerous parent communicationscommunications