lead mentors

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LEAD MENTORS

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Lead Mentors. Monday, March 29, 2010. Enduring Understanding. http://www.edweek.org/archive/ew/articles/2010/03/23/27barlin.html?cmp=clp-edweek Enduring Understandings : - PowerPoint PPT Presentation

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Page 1: Lead Mentors

LEAD MENTORS

Page 2: Lead Mentors

ENDURING UNDERSTANDING

http://www.edweek.org/archive/ew/articles/2010/03/23/27barlin.html?cmp=clp-edweek

Enduring Understandings:

Because teacher quality is the most powerful school-related determinant of student success, mentors need to be “well-selected, well-trained, and given the time to work intensively with new teachers”

- “Better Mentoring, Better Teachers”, Dara Barlin

Page 3: Lead Mentors

FEEDBACK FROM LAST LEAD MENTOR

SESSION

Multiple Perspective Protocol

Four Catagories Time Content Communication Mentor Selection

Page 4: Lead Mentors

TIME

Need to have the same plan time

Mentor/mentees need to have a planned amount of time for collaboration (every other Wed., for 30 min.)

Release time for mentor/mentee (more time)

Not enough time

Meeting time more fluid to meet the needs of new teachers and mentors

EQ: To work more intensively with new teachers, how do we make time when there is not enough time?

Page 5: Lead Mentors

CONTENT

Conversations need to be STRUCTURED, focused on THEIR needs

Observing, coaching conversations, tape the new teacher and watch together or even watch videos of others OR have others push in for the new teacher to view (Lit. coach, counselor, etc.)

Connect past/present/moving into the future as any educator in any district

Meets the new teachers needs and can adjust to the those needs whether you are a core teacher or a specialist

Regular PD for mentors – meaningful, small doses, interactive

EQ: To work more intensively with new teachers, how do we know what “the work” is?

Page 6: Lead Mentors

COMMUNICATION

New teacher and mentee trained together on peer coaching – more coaching!

Mentors know what is expected of them before volunteering – use the resources given to them

Lead mentor and cohort leader have designated time to talk (support from many layers)

Feel safe with questions, concerns, complaints, and learning – confidential!

Two way communication – learn from each other

Validate previous work as an experienced teacher new to Parkway

EQ: To work more intensively with new teachers, how do we talk about “the work”?

Page 7: Lead Mentors

MENTOR SELECTION

New teachers need to feel connected and comfortable with their mentor, not just have this person “assigned” b/c of convenience, content, or grade level

Tap into newer staff (Year 3, 4, 5)

Same content area vs. different content

Trained as coaches

Committed to professional growth

EQ: How does time, content, and communication impact mentor selection?

Page 8: Lead Mentors

HIGH QUALITY MENTORING AND

INDUCTION PRACTICES

Where is your school?

Page 9: Lead Mentors

CONSIDERATIONS FOR FUTURE WORK:

Tightening The Work:

Content

Communication

Time

Mentor Selection

Page 10: Lead Mentors

TIME

EQ: How do we make time when there is not enough time?

What if…

Expectations were clear? – set times

Needs were determined PRIOR to mentor/mentee conversations? (survey)

Mentors felt comfortable and confident in professional conversations?

Page 11: Lead Mentors

CONTENT

EQ: To work more intensively with new teachers, how do we know what “the work” is?

Needs Survey http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=f1iAqrtwO58ftsoaVfXbZL2lvSM2Qg1RFS1ExD%2bG7Cs%3d

Any of the other resources we’ve been given (calendars, checklists, etc.)

Tie it back into our Teaching Standards

Page 12: Lead Mentors

COMMUNICATION

Coaching Conversation

1. Needs are determined

2. Coaching Conversation

What is going well…

What challenges are you facing…

What will you focus on…?

What support/resources do you need from me?

Page 13: Lead Mentors

IF STRUCTURES ARE TIGHTENED, THEN…

What does this mean for mentor selection?

(Central Middle Data)

Page 14: Lead Mentors

WHAT HAVE WE NOT CONSIDERED?

Please discuss in at your table and place your thoughts/comments/concerns on

post-its

Page 15: Lead Mentors

LEAD MENTOR DEVELOPMENT

Summer dates

Lead Mentor Development (for you) – June 29, 2010

1:00 – 4:00

Lead Mentor and Mentor Work (full day) Any day between June 30 – Aug. 1

3 hours = your work for planning NTO and/or 2010-11 mentor development;

3 hours =mentor training (you developing your mentors)

UbD 101 – PEERS

DEEP - PEERS

Page 16: Lead Mentors

END OF YEAR HOUSEKEEPING

Coming Soon on Adobe Present