MENTORING NEW TEACHERS
Iroquois Central Schools 2006
GOALS
•• Identify qualities & roles of effective mentor teachersIdentify qualities & roles of effective mentor teachers
• • Look at research on effective mentoringLook at research on effective mentoring
• • Apply essential mentoring skillsApply essential mentoring skills
• • Observe and practice a coaching conferenceObserve and practice a coaching conference
• • Examine data collection methods for observationsExamine data collection methods for observations
• • Identify strategies for confidentialityIdentify strategies for confidentiality
WHO AM I TRAINING?
School Years Teaching
Content Area Learning Style
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Meet & Greet
• Introduction
• Share mentor story
• Share title of last good movie
Learning Styles
WHAT?
WHY?
SO WHAT?
WHAT IF?
Applying Learning Styles
• What’s your style?
• Quad Activity
• Reflect
A MENTOR IN MY LIFE
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Professional Development Plan
Teacher Mentoring Program
Shared Reading
Reader A: • read Role of Mentor
• Make notes to share
Individually:• Page 18 in PDP• Read Purpose
• Write a one sentence summary
Reader B: • read Qualifications of Mentor
• Make notes to share
Together: share notes & organize into Learning Style Questions
Why Mentor?
Facilitate growth of personal & professional development
of new teacher
What?
• Role of Mentor
– Supportive informational source– Non-evaluative– Aligned with NYSED regs: 2•2004
What?
• Responsibilities of Mentor– Resource– Promote instructional competence– Share strategies for positive parent
meetings– Reciprocal observations– Data collection– Goal setting
So What?
• Mentor Qualifications– Outstanding teacher– Personal interest– Willing coach– Provide specific feedback– Maintain confidentiality
What if?
• You need guidance
stop & define
What is a mentor?
A teacher who . . .
– provides guidance and support
– ensures confidentiality – effects a collegial relationship
– invites honesty, risk-taking & self-reflection
. . . for the new teacher.
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What is the mentor relationship?
In general it should be characterized as professional, flexible, trustful,
mutually educational & entailing sustained, frequent contact.
NYSED, 10•2003
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
Phases of New Teachers’ AttitudesToward Teaching
• Anticipation
• Disillusionment
• Reflection
• Rejuvenation
• Survival
Graphing the Attitudes
• Pull blank graph from your folder
• With a friend, discuss YOUR attitudes toward teaching
• Individually, chart YOUR attitudes
Phases of New Teachers’ AttitudesToward Teaching
Aug ----------------------------------------------------------------------- July
Anticipation
Survival
Disillusionment
Rejuvenation
Reflection
Anticipation
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Why IP?
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
The Difference a Mentoring Program Makes
• Rochester, NY 1986
–65% retention of new teachers pre- mentoring program
–91% retention with mentoring program
The Difference a Mentoring Program Makes
• California, BTSA Program
–40% retention after 5 years: new teachers not participating in BTSA
–90% retention after 5 years: BTSA participants
Purposes of an Induction Program
Increase retention of promising beginning teachers
Improve teaching performance
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Purposes of an Induction Program
• Satisfy mandated requirements
• Promote personal & professional well being of beginning teachers
• Transmit culture of the district
Who Benefits?
Excellent Teachers
“When instruction is accompanied by discovery, . . .
then it is in sharp distinction from indoctrination,
[it] always consists of activities on the part of teachers
that cooperate with activities performed by the minds of students engaged in activities”
Dill, 1990
Excellent Teachers Do . . .
• Find your learning style quad
• Brainstorm: things excellent teachers do
• List on poster Post Its
• Post on wall
• Check out other posters
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
Danielson’s Components of Professional Practice
• Domain 1 : Planning and Preparation
• Domain 2 : The Classroom Environment
• Domain 3 : Instruction
• Domain 4: Professional Responsibilities
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Unsatisfactory Basic Proficient Distinguished
Meet Your Mentee
• View the observation
• What would you discuss with your mentee after observing this class?
Window of Intentionality
Understanding
Don’t Know Know
Can’t Do
Can Do
Activity
Miracle Theory
Magic Intentional
Mentor’s Intentionality
“By a helping relationship, I mean a relationship in which at least one of the parties has the intent promoting the growth, development, maturity, improved functioning, improved coping with life of the other”
- Carl Rogers, 1958
Moving the New Teacher To Intentionality
Coaching Packet
Peer Coaching
Non-evaluative process
Two or more professional colleagues work together for a specific, predetermined purpose
To improve, as well as validate, teaching performance
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Most Effective Peer Coaching
• Structured Observation– Breaks down process of teaching for reliable
identification & improvement
• Data Gathered– Provides objective & descriptive recording of
teacher behavior– Provides useful feedback, not subjective
evaluation
Why Peer Coach?
THEORY
DEMONSTRATION
PRACTICE
FEEDBACK
COACHING
SKILL TRANSFER
Dr. Bruce Joyce
A New Approach to Supervision
Instructional Leadership
• Technical: science of teaching
• Professional: personal experience
• Ethical: student directed
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Comprehensive Approach to Instructional Leadership
Relationship
Repertoire
Reflection
Responsibility
Role --->
Research
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“Leadership for Learning”
Reader A: • read IL Approaches & Behaviors (39)
• read Outcomes of Conference
• Make notes to share
Reader B: • read Clarifying Your Approach
• read What to do with Approaches
• Make notes to share
Together: share notes, then look at the Application Chart in folder
What’s Your Style?
CollaborativeNondirective
NEED FOR STRUCTURE
Directive
• listening
• clarifying
• encouraging
• reflecting
• reflecting
• presenting
• problem solving
• negotiating
• directing
• standardizing
• reinforcing
LOW HIGH
Glickman, 1985
The Coaching Cycle
Planning Conference
Reflecting Conference
Classroom Observation & Data Gathering
INTENTIONAL INSTRUCTION
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An Effective Peer Observation
• Generates Data & Questions
• Leads to Reflection, Insight & Learning
• Expands Repertoire for Both Teachers
Planning Conference
Planning Map• Clarify goals
• Specify success indicators and a plan for collecting evidence
• Anticipate approaches, strategies, decisions, and how to monitor them
• Establish personal learning focus and processes for self-assessment
• Reflect on coaching process
Tools for Conversation
•PAUSE
•PARAPHRASE
•PROBE
•PAY ATTENTION
M
Coaching in Action
• The Planning Conference
What did you notice in this planning conference?
What did the coach do that was effective?
What causes you to say that?
The Reflecting Conversation
Conversation Map
Mentor: Summarize impression & recall supporting information
New Teacher:• Analyze causal factors• Construct new learning• Commit to application• Reflect on conversation
Coaching Tools
•PAUSE
•PARAPHRASE
•INQUIRE
•PAYATTENTION
M
Coaching in Action
• The Reflecting Conference
What did you notice in this planning conference?
What did the coach do that was effective?
What causes you to say that?
What questions would you have asked of the new teacher?
Gathering Data
• Methods of Collecting Data
• Purpose and Value of Data
• Use of Data
Revisiting Your Mentee
Domain 3: • Instruction
Component 3b: • Using Questioning and Discussion Techniques
Elements: • Quality of questions • Discussion techniques • Student participation
Feedback
• Evaluative/Judgmental
• Causal
• Perceptual
• Data
• Reflective Questions
Which is more damaging?
• “Can you give me a better answer?
OR
• “Your lesson was excellent!!”
Praise
“Praise communicates a value judgment about another person or the person’s performance. It infers an unconscious entitlement to evaluate another.
At some level, we often feel uncomfortable about receiving praise. Even on occasions when it might feel good to hear “You did a great job,” the praise removes any need for one to apply her own criteria to self-assessment”
Most Valuable Point
• Write your MVP for coaching on
the 3 x 5 card provided.
• Share with your friend.
Confidentiality!!