MENTORING NEW TEACHERS

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

WHO AM I TRAINING?

School Years Teaching

Content Area Learning Style

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Meet & Greet

• Introduction

• Share mentor story

• Share title of last good movie

Learning Styles

WHAT?

WHY?

SO WHAT?

WHAT IF?

Applying Learning Styles

• What’s your style?

• Quad Activity

• Reflect

A MENTOR IN MY LIFE

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Professional Development Plan

Teacher Mentoring Program

Shared Reading

Reader A: • read Role of Mentor

• Make notes to share

Individually:• Page 15 in PDP• Read Purpose

• Write a one sentence summary

Reader B: • read Qualifications of Mentor

• Make notes to share

Together: Share notes & organize into Learning Style Questions.

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– Resource– Promote instructional competence– Share strategies for positive parent

meetings– Reciprocal observations– Data collection– Goal setting

So What?

• Mentor Qualifications– Outstanding teacher– Personal interest– Willing coach– Provide specific feedback– Maintain confidentiality

What if?

• You need guidance

stop & define

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

Graphing the Attitudes

• Pull blank graph from your folder

• With a friend, discuss YOUR attitudes toward teaching

• Individually, chart YOUR attitudes

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

Excellent Teachers Do . . .

• Find your learning style quad

• Brainstorm: things excellent teachers do

• List on poster Post Its

• Post on wall

• Check out other posters

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

Danielson’s Components of Professional Practice

• Domain 1 : Planning and Preparation

• Domain 2 : The Classroom Environment

• Domain 3 : Instruction

• Domain 4: Professional Responsibilities

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Unsatisfactory Basic Proficient Distinguished

Meet Your Mentee

• View the observation

• What would you discuss with your mentee after observing this class?

Window of Intentionality

Understanding

Don’t Know Know

Can’t Do

Can Do

Activity

Miracle Theory

Magic Intentional

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”

Reader A: • read IL Approaches & Behaviors (39)

• read Outcomes of Conference

• Make notes to share

Reader B: • read Clarifying Your Approach

• read What to do with Approaches

• Make notes to share

Together: Share notes, then look at the Application Chart in the folder.

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

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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

• 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

M

Coaching in Action

• The Planning Conference

What did you notice in this planning conference?

What did the coach do that was effective?

What causes you to say that?

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

M

Coaching in Action

• The Reflecting Conference

What did you notice in this planning conference?

What did the coach do that was effective?

What causes you to say that?

What questions would you have asked of the new teacher?

Gathering Data

• Methods of Collecting Data

• Purpose and Value of Data

• Use of Data

Revisiting Your Mentee

Domain 3: • Instruction

Component 3b: • Using Questioning and Discussion Techniques

Elements: • Quality of questions • Discussion techniques • Student participation

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”

Most Valuable Point

• Write your MVP for coaching on

the 3 x 5 card provided.

• Share with your friend.

Confidentiality!!