Mentoring New Teachers

Evesham Township Public SchoolsMrs. Patricia LucasMrs. Susan ScrenciThursday, July 17, 2003

Session I

8:30 – 8:45Sign-in & Breakfast

8:45 – 10:30Reflection

Traits of Mentor TeachersThe Mentoring Process

RelatingCoachingGuiding

10:30 -10:45• Break

A Reflection

Teacher Mentors

Trustworthy Approachable Enthusiastic Competent Receptive Diligent Positive

Confident Open Flexible Committed Cooperative Tactful Good Listener

Relating

Coaching

Guiding

Assessing

The

Mentoring

Process

Relating

Establishing

Trust

Paying Attention to Thoughts & Feelings

Communicating Nonverbally

Relationship of

Service

The Role of Trust

Think about someone you know and trust.“Because I trust ( ), I …”

“When I want someone to trust me, I…”

Thoughts &

Feelings

Communicating Nonverbally

Synergy between gestures and words

Facial Expressions Posture Eye contact

A Serving Relationship

Now Serving:GuidanceConcernSupport

Reflection

Mentor-Coach

The Goal:

A Self-Reliant Teacher

“Raise the Bar”

“Observe your mentorees performance and help him or her reach higher standards.”

H. Portner

The Pre-Class Conference

Meet to discuss upcoming lesson. Pick up on critical words and phrases. Ask for clarity/ specificity. Be patient. Acknowledge and validate answers. Avoid judgmental phrases. Don’t offer direct advice. Summarize & acknowledge feelings, ideas, and

decisions.

An Objective Observer:

“ A Human Video Camera”

Resist becoming a participant. Don’t envision “what you would do.” Don’t focus on mistakes and

weaknesses. Look for evidence of student learning. Integrate this with pre-class meeting.

The Post-Class Conference

Meet as soon as possible after the observation.

Encourage mentoree to assess effectiveness of lesson

Probe with open-ended questions. Avoid embedded negatives. Share your expertise.

Coaching AdultsTrue or False?

_1. Adults would rather learn something in order to solve a particular problem than learn something just for the sake of learning.

_2. Adults will take longer to learn something new than will children.

_3. It is easier for adults to learn to do a familiar task in an unfamiliar way than it is to learn a completely new task.

_4. When learning something new, adults will take more risks than children.

Coaching AdultsTrue or False?

T 1. Adults would rather learn something in order to solve a particular problem than learn something just for the sake of learning.

T 2. Adults will take longer to learn something new than will children.

F 3. It is easier for adults to learn to do a familiar task in an unfamiliar way than it is to learn a completely new task.

F 4 . When learning something new, adults will take more risks than children.

Guiding Your Mentoree’s

Journey Determine mentoree’s motivation & abilities to to

address problems. Use coaching & relating behaviors appropriate to the

situation. Use coaching and relating behaviors to “raise the

bar”, that challenge mentoree to grow professionally. Monitor your mentoree’s progress, an vary your

behaviors accordingly.

Let’s take a break!

See you in 15 minutes!

Session II

10:45 12:15Assessing

“Culture” Pearls &

Precious “Jewels”

Evesham’s Mentoring Plan

12:15 – 12:30Closing Thoughts

Assessing:The Mentor’s Function

1. Gather and analyze data to determine mentoree’s needs

2. Identify resources and strategies to support those needs

3. Determine how your mentoree will best receive and process information.

Categories of Need Curriculum Instruction Assessment Classroom Management Lesson Planning School Policy Parents & Community Emotions

A Treasure Hunt for Resources

http://www.ed.gov US Dept. of Education

http://www.nea.org National Ed. Association

http://www.middleweb.com/mentoring.html Links to “Some Teacher Mentoring Resources”

http://www.discoveryschool.com Link to Kathy Schrock’s Guide for Educators

http://www.educationworld.com Links to lesson planning, technology in classroom, national standards

http://www.readingA-Z.com Supports balanced literacy approach

http://www.eduplace.com/index.html Houghton Mifflin Education Place- lots of great, practical links

Evesham Township Local Mentoring Plan

I. Implementation of comprehensive schedule of support & guidance during a 30 week cycle.

II. Selection of master teachers to serve as mentors.

III. Comprehensive training for prospective mentors.

IV. Training opportunities for mentorees in standards driven instructional strategies.

V. Stipends for mentors.

Mentoring Guidelines/Schedule

1. Personnel office notifies curriculum dept. & principal of new teacher requiring mentoring.

2. Assistant Superintendent assigns a supervisor to each mentor.

3. Principal and supervisor select appropriate mentor.

4. Mentor teacher attends New Teacher Orientation.

5. Principal & supervisor determine mentoring team meeting schedule.

6. Mentor and mentoree plan half-day peer coaching visitations.

7. All participants on team present during meeting.

Week Mentoring Team Meeting Agenda

Responsible

2 Plan meeting dates & discuss purpose. Set up mentoree visit to mentor’s class.

Led by Principal & Supervisor.

4 Discuss mentoree’s visit to mentor’s class.

Mentor/mentoree

6 1st formal observ. Completed by supervisor & discussed. Set up mentor’s visit to mentoree’s class.

Led by Supervisor.

8 Discuss mentor’s visit to mentoree’s class. Discuss 1st informal observation by principal/VP.

Open discussion by mentor & Principal/VP.

10 2nd formal observation completed by principal/VP & discussed. (District and state forms.)

Led byPrincipal/VP

Week Mentoring Team Meeting Agenda

Responsible

12* Discuss 2nd informal observation by Supervisor.

Led by Supervisor

15* 3rd formal observation completed by Supervisor will be discussed. (District form)

Led by Supervisor

20* 4th formal observation by Principal/VP completed (District and State forms.) Discuss.

Led by Principal/VP

30* Discuss overall evaluation of mentoree using State summative form.

Led by Principal/VP & Supervisor

Training Opportunities for Mentorees

Pre-service training & New Teacher Orientation

District Bi-annual Staff Development Calendar

In-service days Grade and department level meetings

Stipends for MentorsTraditional Route & Special Education

Teacher Mentorees

# of Weeks Mentor Stipend

10 weeks $183

20 weeks $366

30 weeks $550

Stipends for MentorsAlternate Route

Teacher Mentorees

# of Weeks Mentor Stipend

10 weeks $333

20 weeks $666

30 weeks $1,000

“Culture” Pearls &Precious “Jewels”

What are some elements of your school “culture” your mentoree would treasure

to make his/her enculturation experience

smoother?