welcome to mentor training. 2 ‘housekeeping information’
TRANSCRIPT
2
‘Housekeeping
Information’
3
Culture Activity
Divide paper into four quadrants. Use the colored markers to write or draw the following in the four quadrants:
1. An experience from your first year of teaching (may represent mentoring you received).
2. A symbol of how you might empower a new teacher to grow professionally.
3. A symbol of what you hope to learn as a mentor.4. The most selfless act that someone extended to you
within your most recent teaching year.
p. 155
4
We’re glad you’re here!
Your name
Your school
Your content area or grade level
What you hope to learn as a mentor
5
Collaborative Norms
Equity of voice
Active listening
Safety to share different perspectives
Confidentiality
6
Discuss at your table
What types of mentoring, if any, did you receive as a beginning teacher? Was it or was it not beneficial?
What are some effective ways of welcoming a first-year teacher into a school system? How is it done in your district?
7
The goal of the ND Teacher Support System Mentoring Program
“We want to develop teachers who are thinkers and
problem-solvers, who ask questions about their practice,
and constantly seek solutions, who are committed and
passionate advocates for learning for all children.” New Teacher Center, Santa Cruz, CA”
p. 5
8
Overview of materials
9
Ongoing Mentor Training
10
Why is mentoring important?
11
What is the difference between induction and mentoring?
12
Why Mentoring?
Participation in a mentor program has a positive effect on:
Job satisfaction
Commitment
Retention
Teacher Performance
Student achievement
Beginning teacher induction: what the data tell us, Ingersoll, 2012
p. 15
13
Teacher Retention Statistics
81% of teachers who were mentored in the TSS
program were still teaching in North Dakota 5 years later.
Nationally the retention rate is around 60 to 75%.
Why Mentoring?
p. 15
14
Why Mentoring?
Cost Impact The cost of replacing a teacher is 25-35% of the annual
salary and benefit costs.
It costs $11,000 every time a teacher leaves the profession.Center of Best Practices of the National Governors Association
Every $1 spent on high-quality induction provides a return on investment of $1.66 over a period of five years.
Making a Case for Policy Investments that Help New Teachers Succeed (2007)
p. 16
15
“As teachers, we might learn from our
mistakes.
Our students won’t.”
Gary Rubenstein
16
Strong mentors:
Cut new teacher attrition rates in half (Ingersoll, 2000)
Improve teacher quality – often moving the skill level of a teacher finishing the first year to that of a 4th year teacher (Villar, 2004)
Improve student assessment and achievement (Claycomb and Hawley, 2003)
Benefit veteran teachers through new leadership opportunities and time for professional reflection and development (Villar, 2004) ACE mentor Program, University of Notre Dame
p. 16
17
Two categories of support
Psychological
Instruction-related
18
ND Century Code 15.1-18.2-05
The Education Standards and Practices Board shall:
c. (1) Select and train experienced teachers who will serve
as mentors for first-year teachers and assist the first-year
teachers with instructional skills development
19
DOUBLE BARRIER TO ASSISTANCE
Novice teachers are hesitant to request assistance
Experienced teachers are reluctant to interfere and/or offer assistance
p. 17
20
Four kinds ofnovice teacher questions
One right answer Several options but one right answer in this school There is consensus on best practice but using best
practice requires professional judgment. There is no consensus on best practice, so our
professional judgment and caring about kids and each other is all we have to guide us.
Barry Sweenyp. 18
21
Remember!!
It is important to tell your legislators about the value of the work you do
with your first-year teacher if we want this program to continue!
22
Chart design suggestion
Phase of First Year Teaching
Key points:
What is the new teacher experiencing?
What the new teacher needs
Role of a Mentor(to be completed later)
p. 20-24
23
Ellen Moir’s
p. 19
24
FirstYearPhases
Phase 1Anticipation
• When does it begin?
• Characteristics
p. 20
Phase 2Survival
• Surprise!
• Time
p. 21
Phase 3Disillusionment
• Doubt
• Pressures
p. 22
Phase 4Rejuvenation
• Reorganization
• Focus
p. 23
Phase 5Reflection
• Frustrations
• Celebrations
• Looking Ahead
p. 24
The Good Mentor
James B. Rowley
p. 27-30
31
Save the Last Word Strategy In groups of three, choose a timekeeper. Each participant should choose the most significant
idea/connection/question they had about the article. One participant (presenter) will share their choice aloud
with the group; nothing else should be shared. The other two participants each have 1 minute to respond
to the passage the presenter shared. The first participant (presenter) will then have 3 minutes to
share why or build on the ideas. The same pattern is followed until all three members of the
group have had a chance to be the presenter and to have the “last word.” p. 26
32
The Good Mentor Article
p. 27-30
33
Mentor Roles Resource Problem Solver Advocate Facilitator Coach Collaborator Learner Assessor Trusted Listener Teacher New Teacher Center
p. 33
34
Ellen Moir’s
p. 19
35
What is good teaching?
36
Write one idea per Post-it
What do you observe (both in the classroomand in other professional settings) of a teacher
whom you consider to be highly effective?
37
Consider one of these questions
Are some aspects of teaching more important in some settings
than in others? Which ones?
Are the aspects of teaching you have identified generic in
nature, or are they specific to the setting in which you
experienced them?
Which of the teaching aspects you identified would you expect
to observe only in experienced teachers? Which are parts of
the repertoire of novices?
38
Teaching standards
You will use the model your district has chosen in your work with your mentee this year.
If your mentee is not a classroom or Special Education teacher, please talk to us about what to use.
p. 35
39
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Danielson
p. 36
40
Domain A: Planning and Preparation of Learning
Domain B: Classroom Management
Domain C: Delivery of Instruction
Domain D: Monitoring, Assessment and Follow-up
Domain E: Family and Community Outreach
Domain F: Professional Responsibilities
Marshall
p. 38
41
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and Professionalism
Marzano
p. 40-41
42
The Head
•This is where the “thinking about teaching “ happens.
•What do the students need to know?
•What do I need to do to make sure this happens?
43
The Head
Danielson - Planning and Preparation: Domain 1
Marshall - Planning and Preparation for Learning: Domain A
Marzano - Planning and Preparing: Domain 2
44
The Heart
•This is where the “feeling“ of teaching happens.
•Does my classroom feel . . . welcoming or cold, inviting or uninviting?
•Do my students feel safe, comfortable and willing to take the risks of learning?
45
The Heart
Danielson - Classroom Environment: Domain 2
Marshall - Classroom Management: Domain B (mainly)
Marzano - Classroom Strategies and Behaviors: Domain 1 (DQ6, DQ7, DQ8, DQ9)
46
The Hands
•This is where the “work of teaching” happens.
•We engage, communicate, question and teach.
•Are my students interested in my lessons?
•It is the day-to-day observable part of the job.
47
The Hands
Danielson - Instruction: Domain 3
Marshall - Delivery of Instruction: Domain C Monitoring…Follow-up: Domain D
Marzano - Classroom Strategies and Behaviors: Domain 1 (DQ1, DQ2, DQ3, DQ4, DQ5)
48
The Feet
•This is the foundation of everything else that happens in teaching.
•How am I communicating with the public/parents of my students?
•How am I collaborating with my peers to support my classroom and school?
49
The Feet
Danielson - Professional Responsibilities: Domain 4
Marshall - Family/Community Outreach: Domain E Professional Responsibilities: Domain F
Marzano - Reflecting on Teaching: Domain 3 Collegiality and Professionalism: Domain 4
50
Share and Discuss
Is one of the domains more important than the others? What makes you think so?
Is one of the domains of particular importance to beginning teachers? Explain.
Does the sequence of the skills in each domain matter? If so, what is the sequence? If not, explain why?
51
Chelsea Berens – Minot Public Schools
Chelsea was a mentee a couple of years ago. This year she is a mentor in the program.
5252
Requirements of
all participants
Timelines are inside of and on
the back cover of the manual
Finding timeto meet
MentorRequirements
535353
3
4 5
6
7
8
9
O1
O2
03
1
2
10
11
12
13
No School
No School
No SchoolNo School
No School
54
Timeline! Schedule of when to do things!
Two formats - inside and on the back cover of manual, same information
55
Practice Activity 1
“Students in Mr. Mason’s eighth-grade history class have been given a timeline and a worksheet to fill in while the teacher takes roll and completessome paperwork needed immediately by the main office.” Danielson-Domain 2: C-Managing Classroom Procedures Marshall-Domain B: Routines/Efficiency Marzano- Domain 1: DQ6-Establishing Classroom Routines
56
Practice Activity 2
“In Mr. Grant’s math class, the students are working in small groups to completea worksheet. The teacher gave multi-step oral directions to the groups. The students have many questions. The teacher moves from group to group to clarify the task.” Danielson - Domain 3: A - Communicating with Students Marshall - Domain C: Clarity and Repertoire Marzano - Domain 1: DQ2 - Chunking content . . . and DQ5 - Noticing when students . . .
57
Questions to consider
What specific evidence did you have to identify a location on the continuum?
Did each group member agree on the level of performance?
How could this information help determine a focus for teacher self-reflection?
58
Standards Uses
Teacher self-assessment tool
District evaluation tool
Teacher growth tool
59
What are 3 things you observed this past year in your school and which component or element do they represent?
What are 2 components or elements that you might have forgotten to include if you had created this list?
Which 1 component or element do you want to work on yourself?
60
What do I need to know and be able
to do to be a good mentor?
61
TRUST p. 43
62
Sharing information
Principal Mentor
TRUST
TRUST
TRUST
TRUST
TRUST
TRUST
Steven G. Barkley
p. 44
63
Triad Meeting
Success!!
Principal
Mentor
New Teacher
p. 45-47
64
What concerns do you have about being a good
mentor?
6565
Requirements of
all participants
Timelines are inside of and on
the back cover of the manual
Finding timeto meet
MentorRequirements
67
Collaborative Norms
67
Equity of voice
Active listening
Safety to share different perspectives
Confidentiality
68
Language of SupportParaphrasing
Letting the teacher know that you hear, understand, and care
Clarifying Letting the teacher know that you hear, but
you’re not sure of what you heard
• In other words …
• What I’m hearing …
• From what I hear you say …
• I’m hearing many things …
• As I listen to you, I’m hearing …
• So, you think …
• It sounds like you want …
• Let me see if I understand …
• To what extent …?
• I’m curious to know more about …
• I’m interested in …
• Tell me how that idea is like (or different from) …
• So, are you suggesting …?
“Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers”, Virginia Department of Education
p. 50
69
Language of SupportMediating
Allowing the teacher to reflect or raise awareness
ImaginingHelping the teacher to think
about alternatives.
• What’s another way you might ...?
• What criteria do you use …?
• What would it look like if …?
• When have you done it like this before …?
• What might happen if …?
• How was … different from …?
• How do you determine …?
• It’s sometimes useful to …
• A couple of things you need to keep in mind …
• Something you might try considering is …
• To what extent might … work in your situation?
• There are several approaches …
• What do you imagine might …?
“Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers”, Virginia Department of Education
p. 50
70
Language of SupportNon-judgmental
Responses Teachable Moments
• I noticed how when you … the students really …
• How do you think the lesson went and why?
• What did you do to make the lesson successful?
• I’m interested in learning/hearing more about …
• I’m really looking forward to …
Adapted from New Teacher Center
Are spontaneous opportunities that offer the mentor a chance to:
Fill in instructional gaps Help the teacher make good choices Help the teacher to “the next step”
When taking advantage of a teachable moment, it’s important to:
Share in the spirit of support Be brief … focus on the essential Be strategic
p. 51
71
Language of Support
Suggestions Attitudes forEffective Listening
“OPEN” suggestions…• Are expressed with invitational,
positive language and voice tone• Offer choices to encourage ownership• Are often expressed as a question [or
include a “tag question”] to invite further thinking
• Are achievable-enough to encourage, but not overwhelm
• May provide information about the mentor’s thinking and decision-making
• You must truly want to hear what the other person has to say
• You must view the other person as separate from yourself with alternative ways of seeing the world
• You must genuinely be able to accept the other person’s feelings, no matter how different they are from your own
• You must trust the other person’s capacity to handle, work through, and find solutions to his/her own problems
Adapted from New Teacher Center p. 51
72
Practice using Language of SupportPractice using Language of Support
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Mentor Mentee Observer
Round 1 Person 1 Person 2 Person 3
Round 2 Person 3 Person 1 Person 2
Round 3 Person 2 Person 3 Person 1
73
DirectiveCollaborative Facilitative
Continuum of Support
p. 52
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DIRECTIVE Mentoring
DirectingStandardizingReinforcing
p. 53
75
COLLABORATIVE Mentoring
ReflectingPresentingProblem-solvingNegotiating
p. 53
76
FACILITATIVE Mentoring
ListeningClarifyingEncouraging
p. 53
77
Getting Started with your Mentee
http://screencast-o-matic.com/u/n7K/ndtss-program-introduction
Laurie Stenehjem – ND Teacher Support System Coordinator
p. 55
78
New teachers need to become familiar with the
PEOPLE,ENVIRONMENT,
and CULTURE of their new school.
79
Make a Chart
What is it?How might you use it?Why is it beneficial?How could you tweak it?
p. 56-64
80
One goal of a mentoring program is professional growth in the new
teachers’ practice.
What is your professional growth cycle in your district?
p. 71
81
Points to Ponder
What is your professional goal setting process?
How do teachers share new ideas or seek assistance in problem situations in your district?
How does PLC (Professional Learning Community) affect professional growth of new and experienced teachers?
p. 71
82
Reflect
Focus
Possibilities
Implement
p. 72
83
A major part of the mentoring process
Recognize what is working
Identify challenges
Ask questions to prompt self-assessment Consider collecting artifacts to aid in the reflection
process
Reflect
p. 72
84
Identify a focus for discussion, exploration or implementation
May be based on strengths and concerns or professional goals and/or standards
The new teacher’s priorities determine direction but mentors may make suggestions
Inventory for Beginning Teachers may help
Focus
p. 72
85
Develop achievable, short-term objectives
Gather resources, make suggestions, or provide information
Use coaching skills
Plan next steps
Possibilities
p. 72
86
Happens outside of the conference
Apply the plan
Gather evidence of results
Prepare for next conference
Implement
p. 72
87
Reflect
Focus
Possibilities
Implement
p. 72
88
p. 73
89
p. 73
90
15 hours per semester
40-60 minutes may be counted as one hour
Two hours can be made up of short meetingsin the hall, etc.
The mentor writes on the Conference Log and gives a copy to the mentee.
Requirements: One-on-one Conferencing . . .
p. 65
91
What counts for one-on-one time?Here’s what counts as a Conference This does not count as conferencing time
Completing a Conference Log when meeting
Pre-planning for observations/recording and post-observation/recording discussion time
Following the Reflect, Focus, Possibilities, and Implement cycle
Analyzing your mentee’s student work together to plan for instruction
Gathering resources for mentee
Observation of mentee teaching (this counts as observation time but not as one-on-one conferencing time)
Attending observations of other teachers with mentee (this is a good idea but doesn’t count toward one-on-one conferencing time)
Things that your school is already paying you to do, such as PLC meetings, departments meetings, data meetings, etc.
Attending a professional development activity (or data day) together
p. 68
IMPORTANT . . . We cannot pay you for things your district is already paying you for. We pay you for the EXTRA things we ask you to do!
92
What is “evidence”?
Evidence is based on what has occurred or is factual.
It includes teacher and student actions and behaviors and may include artifacts prepared by the teacher, students or others.
Actual words spoken.
Examples of evidence gathered during Mentor Observation:
• Student designed routines were implemented to efficiently transition from large to small group activities.
• Students move smoothly between large and small group activities. • Students respond to an established signal to start the transition.
• Transitions between large and small group activities are accomplished slowly. • Students ask for clarification about next steps.
• When moving into small groups, students wonder where they are supposed to go, whether they should take their chairs, etc.
• Each group has directions repeated but some materials are still not in place.
• No directions are given.• Students look around for clues or ask others what they are supposed to do.
94
• Student designed routines were implemented to efficiently transition from large to small group activities.
• Students move smoothly between large and small group activities. • Students respond to an established signal to start the transition.
• Transitions between large and small group activities are accomplished slowly. • Students ask for clarification about next steps.
• When moving into small groups, students wonder where they are supposed to go, whether they should take their chairs, etc.
• Each group has directions repeated but some materials are still not in place.
• No directions are given.• Students look around for clues or ask others what they are supposed to do.
Examples of evidence gathered during Mentor Observation:
95
• Student designed routines were implemented to efficiently transition from large to small group activities.
• Students move smoothly between large and small group activities. • Students respond to an established signal to start the transition.
• Transitions between large and small group activities are accomplished slowly. • Students ask for clarification about next steps.
• When moving into small groups, students wonder where they are supposed to go, whether they should take their chairs, etc.
• Each group has directions repeated but some materials are still not in place.
• No directions are given.• Students look around for clues or ask others what they are supposed to do.
Examples of evidence gathered during Mentor Observation:
96
What has changed to make each piece of evidence demonstrate improved practice?
Based on this evidence, how could the mentor support teacher growth?
What questions could be asked?
Consider the following questions:
97
Evidence Example 2: When introducing new content, Teacher starts by asking if anyone knows anything about it. Two students respond.
Consider the following questions:
Where would this evidence be placed on the rubric?
Based on this evidence, how could the mentor support professional growth?
What questions could be asked?
98
What element is addressed?
Where does it fall on the rubric?
What are the next steps for a mentor to move them forward?
What questions could be answered?
Evidence Example 3: Students were divided into specific groups based on pre-assessment.
Consider the following questions:
99
Observation Requirements and Guidelines Mentor observes the first-year teacher First-year teacher observes other teachers First-year teacher records his/her teaching
p. 85
100
Minimum of six times
Minimum of 15 minutes
Observations need planning and follow-up conferences
Requirements: Mentor Observes Mentee . . .
p. 86
102
104
Twice per year (in October and February)
At least 15 minutes long
It is most effective for both mentor and mentee to watch the recording and take notes prior to meeting for the post-conference.
Requirements: Mentee Recording . . .
p. 98
105
360 minutes minimum a semester
May observe the mentor or other classroom teachers
Requirements: Mentee Observing . . .
p. 100
106
What do I need to do to meet the
requirements of the TSS Mentoring
Program?
107
All tools and forms are online & are fillable (check to see if saveable)
108