mentoring new teachers evesham township public schools mrs. patricia lucas mrs. susan screnci...
TRANSCRIPT
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Mentoring New Teachers
Evesham Township Public SchoolsMrs. Patricia LucasMrs. Susan ScrenciThursday, July 17, 2003
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Session I
8:30 – 8:45Sign-in & Breakfast
8:45 – 10:30Reflection
Traits of Mentor TeachersThe Mentoring Process
RelatingCoachingGuiding
10:30 -10:45• Break
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A Reflection
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Teacher Mentors
Trustworthy Approachable Enthusiastic Competent Receptive Diligent Positive
Confident Open Flexible Committed Cooperative Tactful Good Listener
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Relating
Coaching
Guiding
Assessing
The
Mentoring
Process
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Relating
Establishing
Trust
Paying Attention to Thoughts & Feelings
Communicating Nonverbally
Relationship of
Service
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The Role of Trust
Think about someone you know and trust.“Because I trust ( ), I …”
“When I want someone to trust me, I…”
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Thoughts &
Feelings
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Communicating Nonverbally
Synergy between gestures and words
Facial Expressions Posture Eye contact
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A Serving Relationship
Now Serving:GuidanceConcernSupport
Reflection
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Mentor-Coach
The Goal:
A Self-Reliant Teacher
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“Raise the Bar”
“Observe your mentorees performance and help him or her reach higher standards.”
H. Portner
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The Pre-Class Conference
Meet to discuss upcoming lesson. Pick up on critical words and phrases. Ask for clarity/ specificity. Be patient. Acknowledge and validate answers. Avoid judgmental phrases. Don’t offer direct advice. Summarize & acknowledge feelings, ideas, and
decisions.
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An Objective Observer:
“ A Human Video Camera”
Resist becoming a participant. Don’t envision “what you would do.” Don’t focus on mistakes and
weaknesses. Look for evidence of student learning. Integrate this with pre-class meeting.
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The Post-Class Conference
Meet as soon as possible after the observation.
Encourage mentoree to assess effectiveness of lesson
Probe with open-ended questions. Avoid embedded negatives. Share your expertise.
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Coaching AdultsTrue or False?
_1. Adults would rather learn something in order to solve a particular problem than learn something just for the sake of learning.
_2. Adults will take longer to learn something new than will children.
_3. It is easier for adults to learn to do a familiar task in an unfamiliar way than it is to learn a completely new task.
_4. When learning something new, adults will take more risks than children.
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Coaching AdultsTrue or False?
T 1. Adults would rather learn something in order to solve a particular problem than learn something just for the sake of learning.
T 2. Adults will take longer to learn something new than will children.
F 3. It is easier for adults to learn to do a familiar task in an unfamiliar way than it is to learn a completely new task.
F 4 . When learning something new, adults will take more risks than children.
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Guiding Your Mentoree’s
Journey Determine mentoree’s motivation & abilities to to
address problems. Use coaching & relating behaviors appropriate to the
situation. Use coaching and relating behaviors to “raise the
bar”, that challenge mentoree to grow professionally. Monitor your mentoree’s progress, an vary your
behaviors accordingly.
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Let’s take a break!
See you in 15 minutes!
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Session II
10:45 12:15Assessing
“Culture” Pearls &
Precious “Jewels”
Evesham’s Mentoring Plan
12:15 – 12:30Closing Thoughts
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Assessing:The Mentor’s Function
1. Gather and analyze data to determine mentoree’s needs
2. Identify resources and strategies to support those needs
3. Determine how your mentoree will best receive and process information.
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Categories of Need Curriculum Instruction Assessment Classroom Management Lesson Planning School Policy Parents & Community Emotions
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A Treasure Hunt for Resources
http://www.ed.gov US Dept. of Education
http://www.nea.org National Ed. Association
http://www.middleweb.com/mentoring.html Links to “Some Teacher Mentoring Resources”
http://www.discoveryschool.com Link to Kathy Schrock’s Guide for Educators
http://www.educationworld.com Links to lesson planning, technology in classroom, national standards
http://www.readingA-Z.com Supports balanced literacy approach
http://www.eduplace.com/index.html Houghton Mifflin Education Place- lots of great, practical links
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Evesham Township Local Mentoring Plan
I. Implementation of comprehensive schedule of support & guidance during a 30 week cycle.
II. Selection of master teachers to serve as mentors.
III. Comprehensive training for prospective mentors.
IV. Training opportunities for mentorees in standards driven instructional strategies.
V. Stipends for mentors.
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Mentoring Guidelines/Schedule
1. Personnel office notifies curriculum dept. & principal of new teacher requiring mentoring.
2. Assistant Superintendent assigns a supervisor to each mentor.
3. Principal and supervisor select appropriate mentor.
4. Mentor teacher attends New Teacher Orientation.
5. Principal & supervisor determine mentoring team meeting schedule.
6. Mentor and mentoree plan half-day peer coaching visitations.
7. All participants on team present during meeting.
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Week Mentoring Team Meeting Agenda
Responsible
2 Plan meeting dates & discuss purpose. Set up mentoree visit to mentor’s class.
Led by Principal & Supervisor.
4 Discuss mentoree’s visit to mentor’s class.
Mentor/mentoree
6 1st formal observ. Completed by supervisor & discussed. Set up mentor’s visit to mentoree’s class.
Led by Supervisor.
8 Discuss mentor’s visit to mentoree’s class. Discuss 1st informal observation by principal/VP.
Open discussion by mentor & Principal/VP.
10 2nd formal observation completed by principal/VP & discussed. (District and state forms.)
Led byPrincipal/VP
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Week Mentoring Team Meeting Agenda
Responsible
12* Discuss 2nd informal observation by Supervisor.
Led by Supervisor
15* 3rd formal observation completed by Supervisor will be discussed. (District form)
Led by Supervisor
20* 4th formal observation by Principal/VP completed (District and State forms.) Discuss.
Led by Principal/VP
30* Discuss overall evaluation of mentoree using State summative form.
Led by Principal/VP & Supervisor
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Training Opportunities for Mentorees
Pre-service training & New Teacher Orientation
District Bi-annual Staff Development Calendar
In-service days Grade and department level meetings
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Stipends for MentorsTraditional Route & Special Education
Teacher Mentorees
# of Weeks Mentor Stipend
10 weeks $183
20 weeks $366
30 weeks $550
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Stipends for MentorsAlternate Route
Teacher Mentorees
# of Weeks Mentor Stipend
10 weeks $333
20 weeks $666
30 weeks $1,000
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“Culture” Pearls &Precious “Jewels”
What are some elements of your school “culture” your mentoree would treasure
to make his/her enculturation experience
smoother?
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