For the purposes of this guide the title “mentor” or “mentor teacher” will be used synonymously for cooperating teachers who work with clinical student teachers and mentor teachers who work with interns.

 

Designed to compliment the Cooperating Teacher Handbook and the Mentor Teacher Handbook provided by TWU.

The quality of the relationship developed between the experienced teacher and the beginning teacher is central to an effective and meaningful mentoring experience. Mentoring provides the beginning teacher with a one-on-one relationship with an experienced teacher who serves as the confidante, the cheerleader, and the trusted counselor. The mentoring relationship can be very rewarding, both professionally and personally, for the beginning teacher and the mentor.

While the beginning teacher acquires one-on-one support and a practical understanding of teaching through the mentoring relationship, the mentor teacher is able to reflect upon and improve his or her own practice by sharing experiences and expertise as well as his or her wisdom with the beginning teacher.

 

Mentor Training All mentors need to be trained because good teachers of children do not necessarily make good coaches for adults. Mentors must know what is expected of them going into the program and they must receive training in the skills of effective mentoring and strategies for supporting new teachers to be successful in a learner-centered classroom.

Elements of the training may include: Roles and Responsibilities of a mentorUsing beginning teacher’s work to evaluate and inform practice Analysis of teaching strategies Personal and Professional SupportCoachingStrategies for conferencing and feedback Observation skills Effective lesson planningDiagnosing and analyzing student-centered management (classroom management) issues Broad problem solving skills Learner-centered curriculum, instruction and assessment

Of all the beginning teacher’s contacts, few are remembered as well as the mentor teacher. For that reason, mentor teachers are selected by the school district with care and with the knowledge that their experiences will provide a nurturing environment for the beginning teacher. It is of primary importance that the beginning teacher process be a positive experience for both the beginning teacher and the mentor teacher.

Further, the university supervisor plays an important role in assisting the beginning teacher and the mentor teacher. Because the beginning teacher is some distance from the campus, a university supervisor serves as a liaison between the university and the beginning teacher, and assists the mentor teacher in directing the beginning teacher’s development.

Keeping up to date in

discipline and understandin

g and respecting learners

Effective assessment, planning, instructions and student-centered (class) management

Ethical JudgmentReflective Judgment

Critical Curiosity

Communicationskills

Responsiveness to educational community

Tolerance of ambiguity,

attentiveness to self and others

Major Domains of Professional Competence

Knowledge of the Discipline &

Learners(Knowledge)

PedagogicalCompetence

(Performance)

DispositionalCompetence(Professional Competence)

Reiman & Oja, 2003

1) Direction and guidance in initial job assignment or placement

2) Help in building competence3) Time to work with mentor4) Opportunity to discuss concerns

in a setting free of evaluation5) Orientation to the school and

community6) Support and advocacy by

principal, mentor and staff7) A realistic initial job assignment

Once a student is accepted into Texas Woman’s University’s Teacher Education Program, he or she must complete a professional practicum.

Undergraduate students are required to complete traditional student teaching, while graduate students can elect to satisfy his or her professional practicum requirements through an internship or through traditional student teaching.

If the graduate student selects the internship, he or she must meet requirements of the No Child Left Behind Act (NCLB), which includes holding a bachelor’s degree from an accredited college or university, passing his or her content area TExES exam or completing a minimum of 24 hours in his or her area of certification (middle and secondary placement) if a state exam is not available, passing his or her practice TExES Pedagogy and Professional Responsibility (PPR) exam and completing 12 hours of pedagogy courses (EDUC 5113, EDUC 5123, EDUC 5131, EDUC 5133 and EDUC 5142).

When a graduate student is hired as the “teacher of record” on a one-year probationary contract by a school district or accredited private school, the student must enroll in a two-semester internship program and he or she is assigned a university supervisor. (The university supervisor is an expert in the intern’s field of study and is certified to supervise students in his or her specific discipline.) The employing school assigns a veteran teacher to serve as a peer mentor for the one-year internship.  Conversely, an undergraduate student is assigned to a mentor teacher who is selected with care by his or her principal who is secure in the knowledge that the mentor’s experience will provide a nurturing environment for the beginning teacher for the one semester practicum. Given their importance, we trust the mentor teachers will assist the beginning teachers as they prepare for careers as professional educators.

Provides a professional role model Commits to mentoring the

beginning teacher and following the university’s guidelines in structuring the experience

Is a good networker, great listener and facilitator

Knows how and when to give feedback

Sets high expectations Is accessible Holds the beginning teacher

accountable Provides a view of work through

the eyes of a professional Gives access to someone who has

been through college, job and family transitions

Gives something back to the community

Gives feedback on observed performance

Offers guidance in business customs of the school

Serves as a confidant Makes recommendations for

advancement Fosters development Is a friend and teacher Helps Build self-esteem Helps design realistic goals Shares aspirations and dreams Assists in career planning

Enters into the relationship to be mentored on career and how to maintain a personal life Plays an active role in the mentoring

relationship. A beginning teacher can do this by offering critical reflections on his or her own practice and identifying areas in which assistance is needed.

Agrees that this relationship is not entered into to find a job

Grows and thinks about planning for the future Participates regularly in programs

organized for beginning teachers. These include peer support groups, professional development seminars and beginning teacher workshops.

Takes advantage of someone’s knowledge, experience, and expertise Observes experienced teachers at

work. The beginning teacher should adhere to a schedule of observations of various experienced teachers. The beginning teacher could keep a log to record and reflect on the diversity of their styles.

Agrees to a no-fault conclusion of mentor relationship

Is receptive to feedback and mentoring Seeks out help. The beginning teacher

must understand that he or she must seek out support, be forthright in communicating classroom issues, and remain open to feedback in order to develop as a professional.

Sets aside additional time per month to participate in the mentor program

Respects time constraints Listens, thinks, questions, and

strategizes with the mentor Always RSVP’s non-attendance to

the appropriate personnel Always RSVP’s the Professional

Development Center’s Office when required

Abides by additional mentor/student rules agreed to by both parties

Provides coaching to help the beginning teacher develop effective teaching strategies and communication strategies with students, parents, and peers

Assists the beginning teacher in developing student-centered management and organization skills

Provides emotional support and guidance in decision-making

Observes the beginning teacher’s teaching performance and provides feedback

Assigns a grade Encourages the

beginning teacher to seek advice regarding special problems in instruction

Participates in mentor selection

Assigns beginning teachers to mentors who are competent teachers, committed to students and who have good people skills

Supports and champions mentoring to the entire school community

Provides release time for the mentor and beginning teacher to engage in regular classroom observations and other mentoring activities

Facilitates a relationship between the mentor and beginning teacher

Make sure that the mentor and beginning teacher meet regularly and that they are satisfied with each other’s participation in the program

Creates an environment which allows for a no-fault termination of the mentoring relationship

Conducts an orientation program for beginning teachers and mentors

Conducts the formal evaluation of the beginning teacher. The principal should ensure that the beginning teacher is informed early in the year about the district’s evaluation standards and procedures and is evaluated on schedule.

Establishes a school culture that is built on collegiality and supports professional collaborations among new and veteran teachers

Ensures reasonable working conditions for the beginning teacher, which might include schedule modifications. For instance, the beginning teacher could be assigned a moderate teaching load, a course load with relatively few preparations, few extra-curricular duties, and a schedule that is compatible with the mentor’s.

Arranging a conference between the beginning teacher and the principal early in the practicum.

Asking the principal for assistance in interpreting school policies, curriculum and the nature of the community to the beginning teacher.

Involving the principal in introducing the beginning teacher to the school and community.

Inviting the principal to observe the beginning teacher and assist in the evaluation process

Encouraging the beginning teacher to seek assistance from the principal with solving specific problems that may arise in the practicum.

Inviting the principal to participate in conferences with the university supervisor, mentor teacher, and the beginning teacher.

Asking the principal for assistance in arranging for the beginning teacher to observe in other schools or classrooms.

Seeking assistance from the principal in explaining to the student teacher how the school program functions through the school office personnel.

The mentor can facilitate an ongoing relationship between the beginning teacher and the principal by:

Counsels beginning teachers and designs a mentor program to ensure that the program components help mentors create a climate for high expectations for learning

Ensures resources are available to support beginning teachers, mentors and university supervisors

Communicates effectively with school communities, administrators and staff

Maintains an understanding of the existing local communities

Coordinates professional development opportunities for both beginning teachers and mentors

Understands the skills and strategies needed to exercise conflict resolution and problem solving

Develops techniques and strategies needed to manage crises

Develops evaluations and provides the outcomes to the appropriate disciplines

Supports the university’s Institutional Effectiveness Program

Provide instructional support. This includes, but is not limited to:

Regular observation of and conferencing with the beginning teacher

Support in teaching and learning standards of the state curriculum frameworks

Refining various teaching strategies Addressing issues such as student-

centered (classroom) management and communicating effectively with parents

Recognizing and addressing multiple learning styles and individual student needs

One V

isit O

ne Visit

One V

isit

Mentor and Beginning Teacher Checkpoints (Stars with numbers symbolize the document to be completed at that checkpoint.)

Suggested Timeline

1. Select a class that will be the focus of the TAP case study. The class may be one in which the beginning teacher faces particular challenges.

Weeks 1

2. With guidance from the mentor teacher, the beginning teacher completes the Class Background Study.

Weeks 1

3. Identify a class period in the next few weeks when the mentor teacher will observe the beginning teacher. With guidance from the mentor teacher, the beginning teacher completes the Plan for Learning.

Weeks 2-3

4. The mentor teacher observes the beginning teacher. Weeks 2-3 5. With the beginning teacher’s input, the mentor completes the observation report. 6. The beginning teacher completes the Self Assessment/Reflection. Weeks 2-3 7. The beginning teacher and mentor conference about the data gathered by the mentor for Clusters 1, 2, and 3. (Mentor teacher on site)

Weeks 2-3

8. The mentor observes the beginning teacher. Weeks 5-6 9. With the beginning teacher’s input, the mentor completes the observation report.

10. The beginning teacher completes the Self Assessment/Reflection. Weeks 5-6 11. The beginning teacher and mentor conference about the data gathered by the mentor.

Weeks 5-6

12. Professional Development for all participants. Denton/TWU Weeks 7-8 13. Mid-Term “Grade” awarded. Weeks 7-8 14. The mentor teacher observes the beginning teacher. Weeks 9-10 15. With the beginning teacher’s input, the mentor completes the observation report.

16. The beginning teacher completes the Self Assessment/Reflection. Weeks 9-10 17. The beginning teacher and mentor conference about the data gathered by the mentor.

Weeks 9-10

18. With the mentor teacher’s assistance, the beginning teacher completes the Statement of Professional Responsibilities.

Week 10

19. With the beginning teacher’s input, the mentor completes the observation report. Week 11 20. TWU/ISD Mentor Conference. Weeks 13-15 21. The beginning teacher and mentor review the categories of performance to determine the level of the beginning teacher’s performance and noting it on the Evaluation of Performance.

Week 13

22. Submit the Evaluation of Performance to the university supervisor. Week 14

Weekly observations are required for all beginning teachers who are in training.

STANDARDS-BASED INSTRUCTION

PLAN RATIONALE

Describe the key knowledge and skills (objectives) you intend for students to learn in this lesson.

Why are these objectives appropriate for these students at this time? Describe how these objectives build on previous lessons and how they lead to future lessons.

ASSESSMENT STRATEGIES

PLAN RATIONALE

How do you plan to assess how well the students have achieved the learning/objectives in this lesson? Check all that apply._____ Observation_____ Written test (e.g., multiple choice, true/false)_____ Oral report_____ Performance_____ Individual or group project_____ Portfolio entry_____ Conference_____ Student self-assessment_____ Peer assessment_____ Rubric_____ Other: __________________________________

Why have you chosen these approaches for assessment for this lesson? How do these assessment approaches support your long-term assessment plan?

INSTRUCTIONAL DELIVERY

PLAN RATIONALE

Describe your instructional delivery. Address each of the following questions.What instructional strategies will you use for this lesson? Include estimates of time allocations. How will the students be grouped for instruction?What activities have you planned for your students? What instructional materials, resources, and technology will you use? Attach a copy of instructional artifacts. What modifications will you make for identified students with special needs? How will you accommodate different instructional levels and learning styles of students in your class?

Address each of the following questions.Why have you chosen these instructional strategies? Why have you chosen this grouping of students? Why have you chosen these activities? Why have you chosen these instructional materials and resources? Why have you chosen these modifications? Why have you chosen these accommodations?

Directions to the beginning teacher: With guidance from your mentor, complete this plan for the class your mentor will observe.

PLANDescribe your instructional delivery. Address each of the following questions.What instructional strategies will you use for this lesson? Include estimates of time allocations. How will the students be grouped for instruction?What activities have you planned for your students?What instructional materials, resources, and technology will you use? Attach a copy of instructional artifacts. What modifications will you make for identified students with special needs? How will you accommodate different instructional levels and learning styles of students in your class?

RATIONALEAddress each of the following questions.Why have you chosen these instructional strategies? Why have you chosen this grouping of students?Why have you chosen these activities? Why have you chosen these instructional materials and resources? Why have you chosen these modifications? Why have you chosen these accommodations? How do you plan to “close” the lesson?

Are there any special circumstances that the observer should be aware of?

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Agree on:1. Scheduled meeting times and

places,2. Best means of contact for

questions as they arise, and3. Preferred means/times of contact

outside of the school day.

The mentoring relationship is shaped by the activities that the mentor and beginning teacher participate in together. Principals should provide release time for both the mentor and the beginning teacher to engage in regular classroom observations and other mentoring activities.

These activities should help the beginning teacher improve upon practice and develop an understanding of the professional standards for teachers.

Meeting frequently during the school year to plan curriculum and lessons

Observing one another's classroom

Conferring with the beginning teacher daily/weekly to review performance

Formally observe the beginning teacher weekly using the observation form (6 times a semester for intern teachers)

Co-teaching the beginning teacher’s class

Analyzing and assessing the beginning teacher's practice in relation to evaluation criteria in order to help the beginning teacher improve

Maintaining confidentiality Participating in support

team meetings Attending professional

development activities Providing professional

assistance Sharing a few guidelines for

expected behavior in the classroom

Providing ideas for positive reinforcement

Assisting in setting goals and determining consequences

Helping the beginning teacher identify when to write a referral or contact families/caregivers

The activities with the beginning teacher may include:

LESSON CYCLE

1. Unit or Topic

2. Essential Questions to be answered during this specific lesson

3. Objectives: (TEKS) 4. Introduction Think about:

How will you introduce the ideas and objectives of this lesson? How can you tie the lesson objectives to student interests and past classroom activities? What are the students expected to do during the lesson to acquire further knowledge or skills?

Think about: Take in to account what the students will be learning. Is this a review, or a new skill/ rule/concept/fact/idea? Choose instructional techniques/activities to use based on what your lesson objectives are and what the students are expected to accomplish during and by the end of the lesson today: partner learning, cooperative learning, small group work, student demonstration. What are you doing at each stage of the lesson to facilitate and assess learning, and manage the various activities?

Teacher Models/Shows Examples/Discusses/Demonstrates Activities/Concepts (include approximate time frames):

Model/demonstrate/show students an example of the activity/activities that they are expected

to complete-using specific steps, procedures, directions and/or Explain/outline the information (using chart, transparency, white board, Powerpoint) and/or Discuss/list key questions to be discussed/researched/answered Check for understanding of directions/procedures through student modeling or answers

Activities (include approximate time frames):

5. Guided practice activity for students-How will you assess/provide feedback and correct misunderstandings or reinforce their learning during this part of lesson?

6. Student Independent practice-How will this be assessed?

7. Overall Assessment –How will you evaluate the stated lesson objectives throughout the lesson, both

formally/informally?

8. Closure/Conclusion At the end of the lesson, how will you draw the lesson ideas together for students?

----------------------------------------------------------------------------------------------------------------------------- --------------------------- Follow up lesson/activities

What activities might you suggest for enrichment and/or remediation? What lessons might follow as a result of this lesson?

Resources or materials needed for lesson

U

Objectives Introduction Modeling Examples

Activities Guided practice Monitor Assess

Independent

Independent Practice

Assessment Closure

First Week: Observation and Assisting Observation is a very important skill in the mentor

experience. By learning what to look for, you can enhance your own planning and self-evaluation skills. The observation forms were developed in these 3 Areas:

Observing activity Observing strong point of the lesson Providing suggestions for improvement

Was the lesson well planned?Was class time used efficiently and effectively?Were disciplinary problems handled

appropriately? Did the beginning teacher demonstrate

professionalism and work well with colleagues, staff and students?

Is there a need for a three-way conference ?

Summarize impressions

Recall supporting information

Compare plans with achieved results

Analyze cause-effect relationships

Articulate new learning

Think about a significant role model in your life and the qualities that made him/her special. Share these qualities with your beginning teacher to create a composite mentor.

Stress the need for life outside the classroom

Be available to listen Recognize the new teacher as a

peer Remind the new teacher that

making mistakes is normal Designate time for

venting/sharing

List deposits into the relationship bank account: 1.

2.

3.

4.

List withdrawals from the relationship bank account:

1.

2.

3.

4.

In completing this exercise, consider words and actions that can be used positively, as deposits, and negatively, as withdrawals.

Many dictionaries suggest that to coach is: To teach To train To tutor

A set of interactions between two individuals for the purpose of mutual professional growth

An independent relationship in which we support each other’s learning (co-learning)

Rapport

Trust

Reflective questioning

Build rapport through:

Posture Gestures Tonality Language Breathing Paraphrasing Listening

When you sense that your beginning teacher is tense or anxious

When a conversation becomes tense or anxiety-ridden

When you do not understand what the beginning teacher is saying

When you are unable to pay attention to each other

Paraphrasing communicates that you:

Have HEARD what the speaker said, UNDERSTAND what the speaker meant, and CARE about the speaker.

Paraphrasing involves either: SUMMARIZING what you heard, or RESTATING it in your own words.

Attend fully Listen to understand Capture the essence of the message Reflect the essence of voice tone and

gestures Make the paraphrase shorter than the

original statement Paraphrase before asking a question

When listening to the speaker, avoid:

Autobiographical comments; Inquisitive, frivolous questions; and Easy-fix solutions.

So… In other words… While you… Given that… From what I hear you say… I’m hearing many things… As I listen to you, I’m hearing…

Build trust through: Confidentiality Consistency Interest Thinking Withholding judgment

Reflective questions: Are open-ended, Promote a nonjudgmental process, and Encourage self-directed learning and

problem solving.

Reflective questions help the beginning teacher:

HYPOTHESIZE what might happen. ANALYZE what did or did not work. IMAGINE possibilities. EXTRAPOLATE from one situation to

another. EVALUATE the impact.

Some effective question stems: What’s another way you might…? What might you see happening in your

classroom if…? What options might you consider

when…? How was…different from or similar

to…? What criteria do you use to…? How could you transfer that same

strategy to …?

1. Have a specific intention for the question.

2. Use the context to shape the question.3. Use exploratory language.4. Use introductory phrases.5. Use plural nouns.6. Eliminate “why?”7. AVOID:

• Do you…?• Can you…?• Will you…?• Have you…?

Who influenced your decision to become an educator, and how did he/she influence you?

What two major changes would you make to welcome new teachers into the education profession?

If you could make any changes in education, what would you do?

If you know the answer to the question you are about to ask, you are not coaching.

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Mentors the beginning teacher as he or she identifies his or her philosophical beliefs when perfecting his or her student-centered behavior management plan

Confirms the beginning teacher’s student-centered behavior management system addresses the beginning teacher’s responsibilities

Confirms that students’ responsibilities are addressed in the student-centered behavior management system

Reviews the list that explains specific interventions the beginning teacher is committed to using with his or her students.

Reviews the beginning teacher’s description of classroom incentives

Reviews the beginning teacher’s explanation of discipline referral guidelines and procedures

Reflective Conversation

Classroom Observation

Plan forLearning

August through October

November through February

March through July

Au

g

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Ap

r

May

Jun

Jul

Survival

Anticipation

Disillusionment

Rejuvenation

Reflection

Anticipation

Begins during student teaching/internship

Is marked by romanticization and a commitment to making a difference

Carries through the first weeks of school

Reality hits. Teachers in this stage are primarily

focused on self. Some key Survival phase questions

• How am I doing?• Will I make it?• Do others approve of my performance?

Extensive time commitment—seventy hours per week

High stress

Self-doubt

Lower self-esteem

Focus on time and task

Some key Rejuvenation phase questions• Is there a better way?• How can I do all that is expected of me?• How can I improve this?

Assessment of impact on students

Focus on student learning

Some key Reflection phase questions• Are students learning?• What are students learning?• How can I raise achievement levels?• Is this meaningful to students?

Au

g

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Ap

r

May

Jun

Jul

Survival

Anticipation

Disillusionment

Rejuvenation

Reflection

Anticipation

Frances Fuller (1969) asked teachers to describe their chief concerns

about teaching. The study resulted in the identification of three

developmental levels of teacher concern.

Stage 1: Survival

Stage 2: Task

Stage 3: Impact

Survival Stage

Stage One Self

Support mentors can provide beginning teachers during the Survival Stage:

1. Look for opportunities to provide specific praise2. Show interest in the beginning teachers’ ideas3. Facilitate reflection on things that are going well and on how

setbacks can be avoided in the future4. Invite beginning teachers to social and professional activities5. Share coping skills6. Encourage beginning teachers to live balanced lives with time for

self, family, and friends

Stage Two

Stage One Survival

Stage

Task Stage

Self

Time/Task

Support mentors can provide beginning teachers during the Task Stage:1. Help beginning teachers prioritize all of their tasks2. Invite beginning teachers to look at and adapt lesson plans3. Share methods of accomplishing common teaching and management

tasks4. Arrange for beginning teachers to speak to and observe other

colleagues5. Invite beginning teachers to reflect on their rationales for

instructional decisions

Survival Stage

Stage Three

Stage Two

Stage One

StudentLearning

Time/Task

Self

Task Stage

Impact Stage

In the Impact Stage, the beginning teacher is having the most effect on students and their learning. It is the mentor’s job to listen and watch for ways to help the beginning teacher move to this stage. The mentor should always be cognizant of the phases a teacher goes through and how those phases might align with the Stages of Concern.

“The most important characteristic of a successful mentor is a commitment to provide personal time and attention to

the beginner.”

“How to Help Beginning Teachers Succeed”

By Steven Gordon

Succeed at Coaching, Mentoring and Supervision, NC State University College of Education, Reiman & Oja, 2003

Texas Beginning Educator Support System (TxBESS), 2005

Michelle Williams-Laing, Director of the Professional Development Center, 940-898-2223, mwilliamslaing@twu.edu

Texas Education Agency State Board for Educator Certification

Capitol Station, P.O. Box 12728Austin, TX 78711-2728888-863-5880

www.tea.state.tx.us Resources for Learning

206 Wild Basin Rd., Bldg. A, Suite 103 Austin, TX 78746-3343512-327-8576www.resourcesforlearning.net

Certificate of Completion

Texas Woman’s UniversityCollege of Professional Education

Provider Number: 061502

“Guiding the Beginning Teacher” Mentor Training

Has completed the above Professional Development Program and has earned

1 Clock Hour of Continuing Professional Education (CPE)

Fall 2015