inter power point pdf/generations
TRANSCRIPT
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Experience of AgeExuberance of Youth
OEA-RIntergenerational Mentoring
Program
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OHIO INTERGENERATIONAL MENTORING PROGRAM
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Quotable Quote…
“Because we owe so much to the past, we have an obligation to pass on a world to the next generation which is a little better than the one we inherited so that those who come after, standing on our shoulders, can see a little further and do a little better in turn.”
- Robert BallCommissioner of Social
Security1962-1973
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OEA-R Mentoring Project
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OEA-R Mentoring Project
• Help ensure the professional success and retention of promising new teachers.
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OEA-R Mentoring Project
• Help ensure the professional success and retention of promising new teachers.
• Mobilize OEA-Retired teachers as mentors for OEA-Student prospective teachers and those new to the profession.
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OEA-R Mentoring Project
• Help ensure the professional success and retention of promising new teachers.
• Mobilize OEA-Retired teachers as mentors for OEA-Student prospective teachers and those new to the profession.
• A mentor can provide support, guidance and advice to help less experienced teachers become effective in the classroom.
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Mission Statement
To establish and maintain an ongoing mentorship program between OEA-Retired
and the OSEA that will continue through the members’ student teaching experience
and the first year of teaching.
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WHO CAN PARTICIPATE?
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WHO CAN PARTICIPATE?
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
Mentor participants must be member of OEA-R
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
Mentor participants must be member of OEA-R
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
Mentor participants must be member of OEA-R
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
Mentor participants must be member of OEA-R
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
Mentor participants must be member of OEA-R
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WHO CAN PARTICIPATE?
Student participants must be members of OSEA
Mentor participants must be member of OEA-R
(The “bookends” of the Association)
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The Plan
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The Plan
• On-going Commitment
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The Plan
• On-going Commitment
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The Plan
• On-going Commitment
• Freshman Year through First Year of Teaching
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The Plan
• On-going Commitment
• Freshman Year through First Year of Teaching
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The Plan
• On-going Commitment
• Freshman Year through First Year of Teaching
• Various group trainings are scheduled throughout the year to build relationships
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The Plan
• On-going Commitment
• Freshman Year through First Year of Teaching
• Various group trainings are scheduled throughout the year to build relationships
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The Plan
• On-going Commitment
• Freshman Year through First Year of Teaching
• Various group trainings are scheduled throughout the year to build relationships
• Teams meet independently or correspond via phone or email
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Project Goals
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.
• To provide support that is non-evaluative.
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.
• To provide support that is non-evaluative.
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Project Goals• To provide an OEA-Retired member as a mentor to the
OSEA student, which will continue through the student teaching experience and first year of teaching.
• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.
• To provide support that is non-evaluative.
• To provide a flexible environment for both mentors and students without instructional requirements.
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NEA-R Mentoring Project Numbers
• 30 state teams trained• 12 states with projects in planning stages• 6 state project leaders trained to provide
technical assistance• 9 states with projects operating
– Illinois, Virginia, Kentucky, Maryland, Nebraska, Oregon, Ohio, Washington, Arizona
– Numbers as of January, 2008
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Background & Goals
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Research Results:
• Consistency of interaction impacts outcomes
• New teachers need support as much, if not more, than content-specific information
• Mentoring programs have positive impact on teachers remaining in education
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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)
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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)
• Inducted teachers use practices that improve learning (Serpal and Bozeman, ‘99)
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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)
• Inducted teachers use practices that improve learning (Serpal and Bozeman, ‘99)
• The time it takes to perform as an experienced teacher (3-7 years) is shortened (Strong et.al, ‘04)
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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)
• Inducted teachers use practices that improve learning (Serpal and Bozeman, ‘99)
• The time it takes to perform as an experienced teacher (3-7 years) is shortened (Strong et.al, ‘04)
• Induction and mentoring programs save money (Fletcher and Villar, ‘05)
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The Impact of Mentoring on Teacher Retention: What Research Says
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The Impact of Mentoring on Teacher Retention: What Research Says
• Attrition among new teachers is over 50% within the first five years
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The Impact of Mentoring on Teacher Retention: What Research Says
• Attrition among new teachers is over 50% within the first five years
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The Impact of Mentoring on Teacher Retention: What Research Says
• Attrition among new teachers is over 50% within the first five years
• Significant correlation between teacher’s likelihood of retention and scores on SAT: “best and brightest” most likely to leave
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The Impact of Mentoring on Teacher Retention: What Research Says
• Attrition among new teachers is over 50% within the first five years
• Significant correlation between teacher’s likelihood of retention and scores on SAT: “best and brightest” most likely to leave
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The Impact of Mentoring on Teacher Retention: What Research Says
• Attrition among new teachers is over 50% within the first five years
• Significant correlation between teacher’s likelihood of retention and scores on SAT: “best and brightest” most likely to leave
• School staffing problems NOT solely the result of too few teachers being trained but rather the “revolving door” syndrome- teachers leaving before retirement
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What is a Mentor?
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A Mentor…
• Encourages and assists prospective teachers
• Listens• Shares her/his passion for education • Shares her/his knowledge, wisdom and
experiences• Does NOT evaluate or judge the student
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Mentor Characteristics
• Friendly • Knowledgeable• Open-minded• Shared values• Honest• Open & Available• Good listener
• Willing to share• Willing to try• Organized• Respectful• Enthusiastic• Creative
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I NEED HELP!!!!!
• Time management• Praxis II• Priorities????• Too much too soon
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Mentor Responsibilities• Build a strong relationship with your mentee
based on trust• Communicate effectively• Maintain contact with your mentee – return
messages – check in at least twice a month• Set guidelines for communication – no calls
Saturday morning, e-mail is best, etc.• Communicate with Planning Team
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DEVELOP PARTNERSHIPS
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A Mentor should …• Provide positive feedback that could answer the
“hows and whys” of teaching on a personal and professional level
• Impact one person who will make teaching a lifelong commitment
• Gain a FRIEND!
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“Meet and Greet”
• Exchange Contact Information
• Determine Best Times to Meet/Talk
• Set First Meeting
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Tips to Sustain Relationships
• Phone call• E-mail• Card/Note• Small care package• Coffee/Dessert
• Meals• See a movie• Invite to your home• Attend district
workshops• Other Ideas?
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Ohio Education Association24
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What if your match isn’t working?
• Some matches grow easily, some need nurturing, a few never grow
• Schedule times to connect with mentee• Explore different ways to communicate –
in person, phone, e-mail, in groups, etc.• Contact Planning Team if you are troubled• Adjust expectations• Re-match
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Why Evaluate?
• Increase understanding of “best practices”
• Report to funding sources
• Enhance program effectiveness
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ARE YOU.....
• Ready to put some magic in a student’s life ?
• Ready to put a little spark into your retirement ?
• Ready to volunteer ?
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You can too
Mentors help shape the world
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