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Mentoring New Teachers:
A Review
Iroquois Central Schools 2009
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
A MENTOR IN MY LIFE
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Professional Development Plan
Teacher Mentor Program
Purpose
Hmmm . . .
What is the point of mentoring new teachers?
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– Provide a resource– Promote instructional competence– Share strategies for positive parent
meetings– Participate in reciprocal observations– Collect data– Help set goals
So What?
• Mentor Qualifications– Outstanding teacher– Personal interest– Willing coach– Provide specific feedback– Maintain confidentiality
What if?
• You need guidance– Speak with your principal or the mentor trainer.– We’re here for you!
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.
*
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
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
*
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
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
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
*
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
Review: Leadership For Learning*
Chapter 4 -"Approaches to Working Closely with Teachers," in which Glickman discusses
instructional leadership approaches
1) Directive
2) Collaborative
3) Non-directive
*Leadership for Learning can be found via the WIKI under Articles.
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
See the WIKI for coaching cycle videos.
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 (data)
• 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
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The Questions to Ask
• See the WIKI: Required Forms for a list of Planning Conference questions.
• Remember to give your mentee the questions in advance of the Planning Conference.
• As you conclude your observation, remember to leave the data you have collected with the mentee. That information is confidential, and it should be shared with the mentee, alone.
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
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The Questions to Ask
• See the WIKI: Required Forms for a list of Reflecting Conference questions.
• The Reflecting Conference is an essential vehicle in helping your mentee move toward intentionality.
Gathering Data
• Methods of Collecting Data
• Purpose and Value of Data
• Use of Data
• See the WIKI under Articles, Data Collection for more information on data collection approaches.
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”
Confidentiality!!
Problem mentee?
DO: Share your concerns with your building principal or your mentor trainer.
DON’T: Shop your concerns around the building.