Mentor In-ServiceMentor In-Service

August 18, 2014

Schoology: Access Code RVHM7-MKN76

Ice Breaker Circle of Questions

What does it mean to “talk straight”? How can you demonstrate respect in a

relationship? How do you define loyalty? What makes a good teacher? How do you make a nurturing atmosphere? What does success look like? How can you extend trust to an individual?  

Successful Mentors are…

Master Teachers Well developed lessons, strong organization and

management skills, create positive learning environment with high expectations

Committed to Professional Growth Informed about current educational research regarding

teaching and learningTeam Leaders Positive attitude towards school and colleagues, informed,

flexible and willing to share expertiseConfident and Caring in their Craft Take a personal interest in their protégé and be sensitive

to the needs of others

Mentors

Phases of a teaching career Novice Apprentice Professional Expert Distinguished Emeritus

Life Cycle of the Career Teacher by Steffy, Wolfe, Pasch, and Enz

Strength of Model

The process of how one grows

Reflection and renewal propels growth

Increase in competence

Apprentice Teachers

Energy Anticipation

Idealistic Open to new ideas Volunteer Creative Growth Oriented

Many Leave the Profession

Unfortunately many leave (more than one-third) in the first few years.

lack of efficacy in the role of teacher They feel overwhelmed

With proper support most can overcome this if they continue to reflect critically toward renewal and growth

Phases of a New Teacher

New teachers typically go through a common series of developmental phases throughout the first year of their profession.

These phases and talking point suggestions are listed in detail in the handbook.

How can I foster trust?

Be Present Be Honest Be Open Listen: with Empathy, without

Judgment Seek Understanding View Learning as Mutual Honor the Person Honor the Process

The Speed of TrustStephen M. R. Covey

The first job of a leader is to inspire trust.

Latin proverb

TRUSTCredibility

integrityintentcapabilitiesresults

THIRTEEN BEHAVIORSTalk Straight( Be honest. Tell the truth. Where do you stand?)

Demonstrate Respect (Genuinely care for others.)

Create Transparency (Tell the truth in a way people can verify

and have no hidden agendas.)

Right Wrongs (Make things right when you are wrong.)

Show Loyalty (Speak as if people were present.)

Deliver Results (Establish a track record of results.)

Get Better (Continuously improve.)

Behaviors: ContinuedConfront Reality (Take issues head on, even the “undiscussables.”

Address the tough stuff directly.)

Clarify Expectations (Disclose and reveal expectations.)

Practice Accountability (Hold yourself and others accountable. Don’t blame others or point fingers when things go wrong.)

Listen First (Listen before you speak. Understand. Diagnose.)

Keep Commitments (Say what you’re going to do, then do what you say you’re gong to do.)

Extend Trust (Demonstrate a propensity to trust.)

Pre-Observation Plan

1. Meet with Mentee- discuss lesson you will observe including:

Lesson objectives What mentee would like you to look for…

perhaps it will be one of the “try it” strategies from the book study.

2. Look at Farmington Framework Domains and determine which domain(s) the observation will address.

3. Determine how the mentee would like the data to be collected and recorded.

Scripting, Numeric Data, tally marks on a seating chart, etc.

4. Set time and date for observation 5. Record in Mentor Log (optional: You are professionals

and we trust you.)

Observation- Gather Data

1. Take notes based on what was decided in the pre-conference

2. Use forms provided in the District Mentor Folder

3. Video Tape 4. Set time and date for post observation

conference5. Record in Mentor Log

Post Observation- Reflect

Share the data you collected with your mentee

Ask your mentee to share their thoughts regarding the data that was collected. Encourage him/her to reflect.

Decide on next action steps Mentee to observe you (at least once) Mentee to observe another teacher (1/2 day

release) Your offering/finding support based on needs

Record in Mentor Log

Coaching Purpose

Self-directed learning

STATES OF MIND Flexibility Efficacy Craftsmanship Consciousness Interdependence

Identifying a SOM Problem: Flexibility

Flexibility: Knowing one has and can develop options to consider and being willing to acknowledge and demonstrate respect for empathy for diverse perspectives. (Abrams, 2001) 

Questions to Probe for a Flexibility issue:  “What might happen if you did it the other way?” “How is this idea different from what you had in

mind?”

Source: http://faculty.virginia.edu/coachingteachers/mind2.html

Identifying a SOM Problem: Efficacy

Efficacy: Knowing that one has the capacity to make a difference and being willing and able to do so. (Abrams, 2001)

Questions to probe for an Efficacy issue: "What did you think went well today?” If you hear, “I can't deal with those kids,” ask,

“What worked with them in the Past?”

Source: http://faculty.virginia.edu/coachingteachers/mind2.html

Identifying a SOM Problem: Craftsmanship

Craftsmanship: Seeking precision, refinement and mastery. Striving for exactness of critical thought processes. (Abrams, 2001)

DO NOT JUMP TO GIVING SUGGESTIONS ABOUT HOW IT COULD BE TAUGHT

Questions to probe for a craftsmanship issue: “What was the main thing you wanted the students

to be able to do at the end?” “Let’s talk about the criteria you used in the rubric.”

Source: http://faculty.virginia.edu/coachingteachers/mind2.html

Identifying a SOM Problem: Consciousness

Consciousness: Monitoring one's own values, intentions, thoughts and behaviors and their effects. (Abrams, 2001)

Questions/ideas to probe for a consciousness issue: "I noticed that when Brittany made a rude

comment, you stopped and moved away from her. Can you recall what you were thinking?"

Video tape a lesson. This can help beginning teachers to assess their own level of consciousness in the classroom.

Source: http://faculty.virginia.edu/coachingteachers/mind2.html

Identifying a SOM Problem: Interdependence

Interdependence: Contributing to a common good and using group resources to enhance personal effectiveness. (Abrams, 2001)

Statements that indicate an interdependence issue: “I skipped the meeting because I just had way too much

work to do.”  “I feel like I am doing all the work at my grade level

meetings."   Questions to probe for an interdependence issue: “How might you find ways to get more help at team

meetings?” “Who could you work with to accomplish…?”

Source: http://faculty.virginia.edu/coachingteachers/mind2.html

Four Support Functions

Coaching,

Collaborating,

Consulting,

and Evaluating

Collaborating

Solve instructional problems; learn together

Consulting

Increase pedagogical and content knowledge and skills

Evaluating

Judge and rate performance

This is NOT our job.

Meetings

Today- meet with your mentee, Explain your role and goals, what the mentor program involves-

everyday help/ support, observations, and reflective dialogue. Touch base with your mentee weekly (stop by classroom, email,

call, etc.)

Arrange at least 3 observations of new teachers (fewer are necessary for non-first year teacher)

Arrange for mentee to observe mentor’s classroom.

LOG ALL MEETINGS…FORMAL and INFORMAL Use Excel Form in Mentors’ Handbook

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Mentor’s Role LISTEN and ask the right questions

You do not have to have all the answers

Align instructional support Help to apply best practices to daily classroom

routines Coordination within school and without Within department Consistent and aligned Mentor and principal

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What Mentors can Do.

Plan early lessons together Present demonstration lessons Review lesson plans and provide feedback Plan assessments together Provide feedback for teachers lessons:

movement, effective voice, appearance, etc. Assist teacher in finding and using school

equipment

Help Mentee write PDP

Go through your building goals with your mentee

Help mentee align his/her professional goals with the building goals

Familiarize your mentee with your building’s literacy goals

Talk about what resources your mentee will need to achieve his/her professional goals

Help mentee find the resources he/she needs throughout the year

Farmington Frameworks Domains

Suggestions for use Areas of Focus during Observation Discussion Topics during Reflective

Discussion Remember it is not your job to evaluate

your mentee. Evaluation may limit the openness between

you and your mentee and diminish your relationship and effectiveness

Domain 1: Planning and Preparation

Demonstrating knowledge of content and pedagogy

Demonstrating knowledge of students Selecting instructional goals Demonstrating knowledge of

Resources Designing coherent instruction Assessing student learning

Domain 2: The Classroom Environment

Creating an environment of respect and rapport

Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space

Domain 3: Instruction

Communicating clearly and accurately Using questioning and discussion

techniques Engaging students in learning Providing feedback to students Demonstrating flexibility and

responsiveness

Domain 4: Professional Responsibilities

Reflecting on teaching Maintaining accurate records Communicating with families Contributing to the school and district Growing and developing professionally Showing professionalism

ResourcesLocated in the Mentor Folder

Schoology: Access Code RVHM7-MKN76 Handbook Pre and Post Observation Forms and Questions Charlotte Danielson Framework Circle of Questions Open Mentor Discussion Forum States of Mind: University of Virginia

Paperwork and Observations

Mentee keeps all paperwork associated with the planning and observations.

This increases trust in the Mentor/Mentee relationship.

Resources

Life Cycle of the Career Teacher by Steffy, Wolfe, Pasch, And Enz

Cognitive Coaching The Speed of Trust by Stephen M. R.

Covey