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.

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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

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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

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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.