Moore Public Schools

Resident and Mentor Teacher Training

September 2009

Why are we training for exactly?

“Job Switching” What does the “mentor” do to prepare the new employees for

the duties of the job?

What do the employees do to survive the duties of the job?

What could either one have done to improve the outcome of the experience for themselves and

the overall company goals?

Relationship Building—Stage 1

MENTORPROFESSIONAL KNOWLEDGE &

EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)

MenteePersonal Knowledge &

Experience

Ideals, Ideas, & Expectations

Open the lines of communication by finding commonalities (interests, goals, etc.)

How to Build a Relationship• Know yourself first

– Strengths & Weaknesses– Needs & Expectations

• Pay Attention to the response – Fatigue– Frustration– Confusion

Know Yourself

Spend Time

Together

Ask Questions

Pay Attention

• Spend time together– Faculty meetings– Curriculum meetings– Other activities

• Ask Questions– How do you…– Why do you…– If you do…

Which are you?

NorthEast

SouthWest

• No, you may not go more than one direction at once…

MENTORPROFESSIONAL KNOWLEDGE &

EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)

MenteePersonal Knowledge &

Experience

Ideals, Ideas, & Expectations

Relationship Building—Stage 2

Define expectations & procedures Online network

College Professor

Neighbor Teacher

What happens sometimes…

• Once school gets started it’s easy to get behind…– What is the

problem?– What is the

solution?• Who’s right?

Define Expectations• Contact Time– Frequency– Location– Hours

• Needs – Management– Instruction

• Confidentiality – Who?– What?

• Goals for the Year

Are you thinkingthe same thing?

Give feedback, present challenges, share experiences, insights, and learning

Relationship Building—Stage 3

PROFESSIONAL KNOWLEDGE &

EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)

MENTORMentee

Personal Knowledge & Experience

Ideals, Ideas, & Expectations

Mentee

PROFESSIONAL KNOWLEDGE & EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)

PROFESSIONAL KNOWLEDGE &

EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)

New Knowledge & ExperienceIdeals, Ideas, & Expectations

Personal Knowledge & ExperienceIdeals, Ideas, & Expectations

• Help other understand the metacognitive process behind the decision-making.

• Consider data that reflects—without bias and for the purpose of analysis—what’s happening in class.

Give Feedback, not Evaluation

What do you mean by “data”?Purpose Data Gathering Strategies

Management: Consistent Procedures/Rules Interaction Analysis

Management: Using Proximity Class Traffic Mapping

Management: Avoiding Power Struggles Selective Verbatim Tracking

Management/Instruction: Time on Task Time on Task Analysis

Instruction: Student Engagement Verbal Flow

Instruction: Clear Learning Targets Lesson Plan Analysis

Instruction: Engagement of All Students Question Types

Others…

Giving & Receiving Feedback

• Set a clear purpose ahead of time.

• Observe carefully & objectively– Track the data consistently– Stay focused on the

purpose• Debrief—without

judgment—the data afterward

Operate as colleagues within content area, grade level, or school site.

Relationship Building—Stage 4

PROFESSIONAL KNOWLEDGE &

EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)

MENTOR MenteePersonal Knowledge &

Experience

Ideals, Ideas, & Expectations

MenteePROFESSIONAL

KNOWLEDGE & EXPERIENCE

STANDARDS OF CONDUCT (NORMS, EXPECTATIONS,

VALUES, ETC)