The document outlines the goals and components of an effective teacher mentoring program. It discusses identifying mentor qualities, applying mentoring skills through observations and coaching conferences, and examining data collection methods. The purpose of mentoring is to support new teachers' personal and professional development through guidance, feedback and ensuring confidentiality in the mentoring relationship.
2. GOALS • Identify qualities & roles of effective mentor teachers • Look at research on effective mentoring • Apply essential mentoring skills • Observe and practice a coaching conference • Examine data collection methods for observations • Identify strategies for confidentiality
3. WHO AM I TRAINING? School Years Teaching Content Area Learning Style *
17. 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
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20. Phases of New Teachers’ Attitudes Toward Teaching Aug ----------------------------------------------------------------------- July Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I I I I I I I I I I v Why IP?
21. 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
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25. Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district
29. 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
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32. Window of Intentionality Understanding Don’t Know Know Can’t Do Can Do Activity Miracle Theory Magic Intentional
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34. Moving the New Teacher To Intentionality Coaching Packet
39. Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *
40. “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 the folder.
41. What’s Your Style? Collaborative Nondirective NEED FOR STRUCTURE Directive • listening • clarifying • encouraging • reflecting • reflecting • presenting • problem solving • negotiating • directing • standardizing • reinforcing LOW HIGH Glickman, 1985
42. The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION *
Intro: Survey Make a friend Find out something about friend’s mentor?
Activity: record your style on post it Reflect: benefit to students at unit start call for quads work with quad to answer your ? With respect to today’s training record on poster post its
Activity: record three words that come to mind when you think of your mentor or if no formal mentor, someone you seeked for guidance Segue to PDP: Your responsibilities as mentor
Activity: Find a new friend
Reflect: benefit in class whole group response w/ power point
Reveal definition after Activity Activity: Review your list of words for Word Association Revise your thinking Record a definition of a mentor or an analogy
After Reading, switch gears to “Needs of New Teachers”
Lesson Plans/Curriculum: planning units w/ learning activities that address variety of learning styles, strategies Knowing district: policies, procedures, community Resources: materials & supplies Managing: classroom, time Emotional needs: isolation, mixing, evaluations Discipline: motivating and managing behaviors
Activity: Pull New Teacher Check List & calendar worksheet from packet. If time, plot activities.
BTSA: beginning teacher support & assessment program
