effective mentoring: guiding initial educators presenter’s name, title email date
TRANSCRIPT
Effective Mentoring: Guiding Initial Educators
Presenter’s Name, Title
emaildate
CreditsCreditsThis training is available through a grant from the Wisconsin Department of Instruction. It is the collaborative work of:
Nancy Berklund, CESA [email protected]@cesa10.k12.wi.us
Julee Dredske, CESA 5Mentor Project [email protected]
Trisha Graves, CESA [email protected]
Jesse Harness, CSN PRMG [email protected]
Eric Larson, CESA [email protected]
Claire Wick, CESA [email protected]
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Resources and ResearchResources and Research Foundations in Mentoring, New Teacher Project,
http://www.newteachercenter.org, Santa Cruz, CA Freedom Writers. Dir. Richard LaGravenese. Perf. Hilary
Swank. IMDb. IMDb.com, n.d. Mentoring Conversations. New Teacher Center, 2013. DVD. Mentoring Handbook Stronge. James H., Ph.D., CESA 6 Teacher Performance Evaluation
System , Research Synthesis of CESA 6 Teacher Evaluation Standards, May 2012.
Teacher Education, Professional Development & Licensing." Teacher Education, Professional Development, and Licensing. Wisconsin Department of Instruction.
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Our beliefsOur beliefs
This training is intended to meet the state legislative PI 34 requirements stating all beginning teachers must be provided with a “trained” mentor who is a licensed educator. When implemented with fidelity, this professional learning represents the core requirements to assist mentors in providing quality support to initial educators. Ongoing mentor support is recommended.
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Agenda Agenda Welcome IntroductionsResearch & MentoringPI 34 OverviewVision for Quality TeachingBuilding a Trusting RelationshipBeginning Teacher Needs & Mentor RolesCollaborative ConversationsClosure
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IntroductionsIntroductions
NameSchoolTitleYears in Education
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What’s in your brown bag?What’s in your brown bag?
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Clock PartnersClock Partners Handout
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Training OutcomesTraining Outcomes
Develop the foundations to create professional growth environments for developing and retaining high quality educators
Recognize and practice the attitudes, behaviors, and skills of effective mentors & coaches in a culture of learning
Become confident in the use of various tools that support an integrated system of support for initial educations9
FrameworkFramework
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Handout Effective Mentoring: Guiding Initial Educators Six Big Ideas
1. A period of teacher induction is important for all new teachers.
2. A common vision is important to define high quality teaching practice.
3. The relationship between the new teacher and the mentor is critical to the success of the induction program.
4. Beginning teacher’s attitudes and professional practice are dynamic; effective mentors align their support to these teacher needs.
5. Effective mentoring includes conversations about improving professional practice.
6. Mentors help beginning teachers reflect and develop professional goals.
BIG IDEA #1:BIG IDEA #1:
A period of teacher A period of teacher induction is important induction is important for all new teachers.for all new teachers.
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What are the needs of this beginning teacher?
What support could her mentor provide?
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Why mentoring?Why mentoring?
“Many urban districts lose half their new teachers within their first five years of teaching. High attrition rates among new teachers may lower student achievement if it is the most effective teachers who leave and teachers improve most during their first years in the classroom.”
Learning About Teacher Effectiveness: The SDP Human Capital Diagnostic, http://www.gse.harvard.edu
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Which factor had the largest Which factor had the largest effect on student effect on student achievement?achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
The Teacher?
Stronge. James H., Ph.D., CESA 6 Teacher Performance Evaluation System , Research Synthesis of CESA 6 Teacher Evaluation Standards, May 2012.
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Effect on student Effect on student achievementachievement
Mixed Ability Grouping 4
Class Size 3
Prior Achievement 2
The Teacher 1
Stronge. James H., Ph.D., CESA 6 Teacher Performance Evaluation System , Research Synthesis of CESA 6 Teacher Evaluation Standards, May 2012.
Time in the School Year NeededTime in the School Year Neededto Achieve the Same Amount of to Achieve the Same Amount of LearningLearning
Leigh, Economics of Education Review (2010)
0 1/4 1/2 3/4 1
25th Percentile Teacher
75th Percentile Teacher
Years Needed
Time in the School Year NeededTime in the School Year Neededto Achieve the Same Amount of to Achieve the Same Amount of LearningLearning
Leigh, Economics of Education Review (2010)
0 1/4 1/2 3/4 1
10th Percentile Teacher
90th Percentile Teacher
Years Needed
Annual Student Achievement Annual Student Achievement GainsGains
05
101520253035
Class Size Reduction: 24:1 to 15:1
Teacher Quality Improvement: 75 vs. 25
%tile
Per
cent
ile G
ain
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W.; Retrieved from: http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf
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Mentors as Effective Mentors as Effective Educators: Spillover EffectEducators: Spillover Effect
20Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
Highly-able teachers can impact the achievement in surrounding teachers’ classes who are working with the highly effective teacher. Student achievement goes up as much as 10-20% of the amount that would be occurring in that effective teacher’s class.
When mentoring programs thrive, schools systems are also more likely to develop a comprehensive vision for assessing and supporting instructional excellence . . . More important, they have a much greater chance of transforming their schools into vibrant learning communities capable of helping all teachers, and all students, succeed.
Dara Barlin is the associate policy director of the New Teacher Center, a national, nonprofit teacher-development organization with headquarters in Santa Cruz, Calif. She is a co-author, with Ellen Moir, Janet Gless, and Jan Miles, of New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness (Harvard Education Press, 2009).
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Handout
BIG IDEA #2:BIG IDEA #2:
A common vision of effective educators is important to define high quality teaching practice.
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Standards, Standards, Standards, Standards, StandardsStandards
Use the SMART
Topic Wisconsin Teacher
Standards
InTASC
Knowledgeable 1 4 & 5
Leaner Development
2 1
Differentiation 3 2
Strategies 4 8
Classroom Mgmt. 5 3
Communication 6 10
Lesson planning 7 7
Assessment 8 6
Reflective 9 9
Connected 10 10
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Handout
Defining EffectivenessDefining Effectiveness
If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert professional?
What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
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Domain 1: Planning & Preparation•Content & Pedagogy•Knows Students•Instructional Goals•Resources•Coherent Instruction•Assessment
Domain 3: Instruction•Communication•Questions and Discusses•Engages Students •Provides Feedback to Students•Flexibility and Responsiveness
Domain 2: The ClassroomEnvironment•Environment •Culture for Learning•Classroom Procedures•Student Behavior•Organization
Domain 4: ProfessionalResponsibilities•Reflects•Maintains Accurate Records•Communicates with Families•Contributes to the School and District•Grows and Develops Professionally•Shows Professionalism
Our Vision for Effective Our Vision for Effective EducatorsEducators
Your most memorable teacherYour most memorable teacher
Shutterstock.com27
BIG IDEA #3:BIG IDEA #3:
The relationship between the new teacher and the mentor is critical to the success of the induction program.
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Building a Trust Building a Trust RelationshipRelationshipThe fundamental success of
every mentor is the relationship he/she builds with the beginning teacher.
Think-pair-share: Visualize a conversation with your mentor. How was trust built with your mentor?
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Ground Rules for Building Ground Rules for Building TrustTrust
ConfidentialityOpen CommunicationListening Body LanguageEstablishes professional norms of
inquiry into and reflection upon practice
Not a summative evaluation
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Add Claire’s – 5 ideas for Add Claire’s – 5 ideas for developing trustdeveloping trust
Mentor handbook, pg. 71
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EstablishiEstablishing Trustng Trust
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Case StudyCase Study
Read “Never Got a Chance”What interfered with a trusting
relationship?What could have been done
differently?
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Handout NEVER GOT A CHANCE I had an occasion to mentor, or try to mentor, Gayle, a brand new teacher with the Los Angeles Unified School District. Gayle’s previous experiences had been as a Deputy Sheriff in Los Angeles and as a teacher with preschool children. Gayle joined our staff in September as a sixth-grade teacher. She appeared very confident. She said that she neither wanted nor needed help in setting up her classroom or in developing curriculum units because of her previous experience.
As soon as I became aware that I would be Gayle’s mentor teacher, I introduced myself as a friend and mentor and stated that I would like to observe her to see if there might be something I could do to help her get started. Gayle stated right away that there was nothing I could do.
About two weeks later my attention again focused on Gayle when she asked a question at a faculty meeting, “What does ELL mean?” Gayle also told about new techniques she was using in her class. The techniques were well tried for a thousand years. Therefore, after the meeting, I was very anxious to see her. I insisted on seeing her. I stated that I would like to see some of the wonderful things she had mentioned. Gayle firmly stated that she did not want a visit at that time because of a play they were working on and because of time conflicts.
I scheduled to see her anyway. She was absent that day, so I did not see her. Because of my schedule at other schools, I did not see her again until my principal asked if I would give her some help with her room environment and bulletin boards. I happily agreed. My principal mentioned that it was not going to be easy and said, “It’s like walking on eggshells.”
I again conferenced with Gayle in the cafeteria about visiting her room. She was very rude at this point. Unfortunately, I never saw Gayle in her classroom, even though I used a variety of foot-in-the-door techniques.
At our monthly mentor meeting, a new mentor teacher had been added to our school, and Gayle was put on her roster. At my last conference with Gayle’s new mentor teacher, she told me that she was having the same problem that I had had with Gayle. “Can I see you?” “No, you cannot!”
From: The Mentor Teacher Casebook, edited by Judith H. Shulman and Joel A. Colbert, Far West Laboratory and ERIC Clearinghouse, November, 1987
Case Study AnalysisCase Study Analysis
What interfered with trust building?
What could have been
done differently?
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Without . . .
there is no . . .
and
It takes years to build It takes years to build
http://www.mikepedersen.com/wp-content/uploads/trust1.jpg
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and a few seconds to and a few seconds to destroy it.destroy it.
--Unknown --Unknown
BIG IDEA #4:BIG IDEA #4:
Beginning teacher’s attitudes
and professional practice are
dynamic; effective mentors align
their support to these teacher
needs.
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Mentoring Continuum - Mentoring Continuum - TrishTrishGraphics to display how
mentoring changes throughout the year.
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Mentor Self Assessment Mentor Self Assessment ToolTool
Pg. 24/25Claire’s Mentor Handbook
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Phases of First-Year Phases of First-Year TeachingTeaching
AnticipationSurvivalDisillusionmentRejuvenationReflectionAnticipation
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BIG IDEA #5:BIG IDEA #5:
Effective mentoring includes conversations about improving professional practice.
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Handout
MENTORING CONVERSATION LOG
Name:_________________________________________________________ Mentor:_________________________________________________ Grade Level/Subject Area:_______________________________________________________________________ Date:_____________________________________ Possible Topics of Discussion:
o Analyzing Student Work o Communicating with Parents o Discussing Content Standards
o Developing/Reviewing Professional Goals
o Discussing Case Study/Student o IEP Development/Meeting
o Modeling Lesson o Observing Instruction o Observing Veteran Teacher o Planning Lessons
o Problem Solving o Providing Resources o Pre-Observation Conference o Post-Observation Conference
o Reflecting o Using Technology o Other_______________________
What’s Working:
ASSESS
Current Focus-Challenges-Concerns::
FOCUS Teacher’s Next Steps:
MOVING FORWARD
Mentor’s Next Steps:
MOVING FORWARD
Next Meeting Date: ___________________________________________________ Focus: ____________________________________________________________ Standard 1: Teachers know the subject they are teaching. Standard 2: Teachers know how children grow. Standard 3: Teachers understand that children learn differently. Standard 4: Teachers know how to teach. Standard 5: Teachers know how to manage a classroom.
Standard 6: Teachers communicate well. Standard 7: Teachers are able to plan different kinds of lessons. Standard 8: Teachers know how to assess student progress. Standard 9: Teachers are able to evaluate themselves. Standard 10: Teachers are connected with other teachers and the community
Mentoring ConversationsMentoring Conversations
ParaphrasingClarifyingQuestioning for ReflectionTeachable momentsOpen suggestionsNon-judgmental responses
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Facilitating Eff ective Mentoring Conversations
ASSESS FOCUS Non- J udgmental Responses:
How do you think the lesson went and why? I noticed how when you __________ the
students really ___________ What did you do to make the lesson so
successful?
Clarifying:
Would you tell me a little more about…? Let me see if I understand… I ’d be interested in hearing more about… I t’d help me understand if you’d give me an
example of… So, are you saying/ suggesting… Tell me what you mean when you… Tell me how that idea is like (diff erent f rom)… To what extent…? I ’m curious to know more about… I ’m intrigued by…/ I ’m interested in…/ I wonder… (Avoiding “WHY?”)
Paraphrasing: So, … I n other words, … What I ’m hearing then, … What I hear you saying, … From what I hear you say, … I ’m hearing many things, … As I listen to you I ’m hearing, …
ACCOUNTABI LI TY
I t sounds like you have a number of ideas to try
out! I t’ll be exciting/ interesting/ great to see which works best f or you!
I ’m interested in learning/ hearing more about… I ’m really looking f orward to…
MOVE FORWARD
Meditational Questions: What’s another way you might…? What would it look like if …? What do you think would happen if…? How was…diff erent f rom (like)…? What’s another way you might…? What sort of an impact do you think…? What criteria do you use to…? When have you done something like…before? What do you think…? How did you decide…(come to that conclusion)? What might you see happening in your classroom
if…?
Giving Suggestions: One thing I ’ve learned/ noticed is… A couple of things to keep in mind… From our experience, one thing we’ve noticed… Several/ some teachers I know tried a couple of
diff erent things in this sort of situation and maybe one might work f or you…
What I know about __________ is… Something/ some things to keep in mind when
dealing with… Something you might consider trying is… There are a number of approaches… Sometimes it’s helpf ul if…
Teachable Moments: One thing to keep in mind is… I f you’re interested in __________ , it’s
important to… What I know about __________ is… I t’s sometimes/ usually helpful to ___________
when… How might that look in your classroom? To what extent might that work in your
situation/ with your students? What do you imagine might happen if you were
to try something like that with your class? Which of these ideas might work best in your
classroom (with your students)?
Handout
Mentoring ConversationsMentoring Conversations
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Seven mentor conversations in New York City public schools, including five different mentors and five first-year beginning teachers. A number of the mentor conversations are connected to an actual classroom lesson observed by the mentor.
Insert’s Trisha’s slides Insert’s Trisha’s slides herehere
You Tube video clips
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Video AnalysisVideo Analysis
Group A records evidence of trustGroup B records mentor
languageGroup C documents conversation
with Mentoring Conversation Log
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Classroom ObservationClassroom Observation
What is evidence (see or hear)?What is opinion (your judgment)?
Hold this for Level II training
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Handout
MENTORING CONVERSATION LOG
Name:_________________________________________________________ Mentor:_________________________________________________ Grade Level/Subject Area:_______________________________________________________________________ Date:_____________________________________ Possible Topics of Discussion:
o Analyzing Student Work o Communicating with Parents o Discussing Content Standards
o Developing/Reviewing Professional Goals
o Discussing Case Study/Student o IEP Development/Meeting
o Modeling Lesson o Observing Instruction o Observing Veteran Teacher o Planning Lessons
o Problem Solving o Providing Resources o Pre-Observation Conference o Post-Observation Conference
o Reflecting o Using Technology o Other_______________________
What’s Working:
ASSESS
Current Focus-Challenges-Concerns::
FOCUS Teacher’s Next Steps:
MOVING FORWARD
Mentor’s Next Steps:
MOVING FORWARD
Next Meeting Date: ___________________________________________________ Focus: ____________________________________________________________ Standard 1: Teachers know the subject they are teaching. Standard 2: Teachers know how children grow. Standard 3: Teachers understand that children learn differently. Standard 4: Teachers know how to teach. Standard 5: Teachers know how to manage a classroom.
Standard 6: Teachers communicate well. Standard 7: Teachers are able to plan different kinds of lessons. Standard 8: Teachers know how to assess student progress. Standard 9: Teachers are able to evaluate themselves. Standard 10: Teachers are connected with other teachers and the community
Vignette ActivityVignette Activity
Model oneWork with a partner to role play
one scenario
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3:00 Partner
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Handout6:00 Partner
Scenario: 4Scenario: 4thth Grade Math Grade Math LessonLessonRead scenario.Discuss with your group . . .
◦Two teaching standards that this lesson can focus on.
◦What data could be collected during this lesson to help teacher improve?
◦Role play a conversation that would help this mentee reflect on her practice? (Use mentoring language.)
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Experiencing Too Much Negative Feedback?
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BIG IDEA:BIG IDEA:
Mentors help beginning teachers reflect and develop professional goals.
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Interactive JournalInteractive Journal
A tool for building trust, reflection, and support.
Time to think about our work; determine which teaching standard mentee is focusing on in writing
BOTH mentor and mentee write to collaborate sharing of concerns and ideas.
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9:00 Partner
Handout
Interactive Journal Ideas
Interactive Journal Ideas Sentence Prompts:
1. One thing I will do differently at the start of the school year next year is . . .
2. One thing I need more information about is . . .
3. Something that they didn’t tell me in college is . . .
4. Something that I feel particular good about this week is . . .
5. If I could change one lesson from the past week . . .
6. One thing I am unsure about with report card grades is . . .
7. Next year at parent teacher conferences, I will . . .
8. The best classroom management technique I use is . . .
9. I need to find a better way to . . .
10. If I could take one workshop this semester, it would be about . . .
11. I feel pretty proud about having accomplished . . .
12. I feel my students are most engaged when . . .
13. Based on my student assessments, one thing I will change for next time I teach _______________ (topic/concept) is . . .
14. An incident that is on my mind is . . .
15. A student behavior that I would like to change is . . .
16. Three people from the community that I would like to meet (or bring to my classroom) are . . .
17. I wish my students had a better foundation in . . .
18. One thing I want my principal to know is . . .
Save these journal responses to analyze entries for writing a PDP goal. What is the focus of our conversations? What teaching standards are addressed?
Photo by Julee Dredske, Winchester, Wisconsin
PDP Goal SettingPDP Goal Setting
Mentees will need to reflect throughout the first year on what goals they would like to establish for the next two-four years.
Mentors should guide mentees with this process.
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Wisconsin Department of Public Instruction
PDP GOAL APPROVAL FORM PI-PDP-3 (Rev. 8-09) (Initial Educators only)
INSTRUCTIONS TO EDUCATOR: Complete Part I and submit to your PDP Team members for signature. Submit a copy of the signed, completed form(s) to DPI to the address below:
DEPARTMENT OF PUBLIC INSTRUCTION TEPDL PO BOX 7841 MADISON, WI 53707-7841
Fax: (608) 264-9558
INSTRUCTIONS TO PDP TEAM MEMBER: Complete Part II and return to educator.
Professional Development Plan (PDP) forms available at: http://dpi.wi.gov/tepdl/initialed.html
I. EDUCATOR INFORMATION
Educator Name
Educator E-Mail Address
Educator File No.*
LICENSURE CATEGORY Teacher Administrator Pupil Services Date Goal Submitted to PDP Team
I HEREBY CERTIFY THAT, by my signature below, under penalty of perjury, that the information submitted by me in this form is true. I am aware that submitting false information in connection with this process may result in non-approval and/or non-renewal of a license and may subject me to civil or criminal penalties.
Educator Signature
Date Signed
II. PDP TEAM MEMBER INFORMATION
Team Member Name
Team Member E-Mail Address
Date Trained As a team member
Educator File No.*
Representing Check one
Teacher Pupil Services Administrator IHE
Check One
Goal Approved
Not Approved I HEREBY AFFIRM, by my signature, that the information provided is true and correct.
Signature
Date Signed
Team Member Name
Team Member E-Mail Address
Date Trained As a team member
Educator File No.*
Representing Check one
Teacher Pupil Services Administrator IHE
Check One
Goal Approved
Not Approved I HEREBY AFFIRM, by my signature, that the information provided is true and correct.
Signature
Date Signed
Team Member Name
Team Member E-Mail Address
Date Trained As a team member
Educator File No.*
Representing Check one
Teacher Pupil Services Administrator IHE
Check One
Goal Approved
Not Approved I HEREBY AFFIRM, by my signature, that the information provided is true and correct.
Signature
Date Signed
*Educator file numbers may be found on the DPI Educator License lookup at: http://dpi.wi.gov/tepdl/lisearch.html
Note: The initial educator must have this form completed and signed by the PDP team. A copy of the signed form(s) must be submitted to the Department of Public Instruction at the above address. Retain one copy for your own records.
Handout
Reflection
How will you benefit from your role as a mentor?
Please share your feedback
Thank you!
Thank you!Thank you!
Please share your feedback.
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THESE ARE UNUSED THESE ARE UNUSED SLIDESSLIDES
We can delete them when we are done editing
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Give One, Get OneGive One, Get One
Reflect on your own experiences as a first year teacher.
What did you need as a new teacher? (Jot down at least three.)
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Handout
Handout Phases of First-Year Teaching Ellen Moir
Articles
This article was originally written for publication in the newsletter for the California New Teacher Project, published by
the California Department of Education (CDE), 1990.
First-year teaching is a difficult challenge. Equally challenging is figuring out ways to support and assist beginning
teachers as they enter the profession. Since 1988 the Santa Cruz New Teacher Project has been working to support
the efforts of new teachers. After supporting nearly 1,500 new teachers, a number of developmental phases have
been noted. While not every new teacher goes through this exact sequence, these phases are very useful in helping
everyone involved -- administrators, other support personnel, and teacher education faculty--in the process of
supporting new teachers. These teachers move through several phases from anticipation, to survival, to
disillusionment, to rejuvenation, to reflection; then back to anticipation. Here's a look at the stages through which new
teachers move during that crucial first year. New teacher quotations are taken from journal entries and end-of-the-
year program evaluations.
ANTICIPATION PHASE The anticipation phase begins during the student teaching portion of preservice preparation. The closer student
teachers get to completing their assignment, the more excited and anxious they become about their first teaching
position. They tend to romanticize the role of the teacher and the position. New teachers enter with a tremendous
commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. "I was elated to
get the job but terrified about going from the simulated experience of student teaching to being the person completely
in charge." This feeling of excitement carries new teachers through the first few weeks of school.
SURVIVAL PHASE The first month of school is very overwhelming for new teachers. They are learning a lot and at a very rapid pace.
Beginning teachers are instantly bombarded with a variety of problems and situations they had not anticipated.
Despite teacher preparation programs, new teachers are caught off guard by the realities of teaching. "I thought I'd be
busy, something like student teaching, but this is crazy. I'm feeling like I'm constantly running. It's hard to focus on
other aspects of my life."
During the survival phase, most new teachers struggle to keep their heads above water. They become very focused
and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their experiences. It is
not uncommon for new teachers to spend up to seventy hours a week on schoolwork.
Particularly overwhelming is the constant need to develop curriculum. Veteran teachers routinely reuse excellent
lessons and units from the past. New teachers, still uncertain of what will really work, must develop their lessons for
the first time. Even depending on unfamiliar prepared curriculum such as textbooks is enormously time consuming.
"I thought there would be more time to get everything done. It's like working three jobs: 7:30-2:30, 2:30-6:00, with
more time spent in the evening and on weekends." Although tired and surprised by the amount of work, first-year
teachers usually maintain a tremendous amount of energy and commitment during the survival phase, harboring
hope that soon the turmoil will subside.
Activity: Phases of New Activity: Phases of New TeachersTeachers
Read the assigned phase.With your group, create a
symbolic representation of your phase.
Use flip chart paper to record.With your assigned phase,
identify one need appropriate to that phase and determine the best strategy a mentor can use to support a teacher with this need.
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Phases of New Teacher Phases of New Teacher DevelopmentDevelopment
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Phase: __________________
Visual Representation
Beginning Teacher Needs
Mentor Support Strategies
12345. . .
12345…
Professional Learning Professional Learning CommunitiesCommunities
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Mentoring CalendarMentoring Calendar
As each group shares their work, record needs/strategies in your mentoring calendar.
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Trish, Add an image of your file here.
Handout