Lead Mentors
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Transcript of Lead Mentors
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
FEEDBACK FROM LAST LEAD MENTOR
SESSION
Multiple Perspective Protocol
Four Catagories Time Content Communication Mentor Selection
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?
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?
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”?
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?
HIGH QUALITY MENTORING AND
INDUCTION PRACTICES
Where is your school?
CONSIDERATIONS FOR FUTURE WORK:
Tightening The Work:
Content
Communication
Time
Mentor Selection
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?
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
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?
IF STRUCTURES ARE TIGHTENED, THEN…
What does this mean for mentor selection?
(Central Middle Data)
WHAT HAVE WE NOT CONSIDERED?
Please discuss in at your table and place your thoughts/comments/concerns on
post-its
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
END OF YEAR HOUSEKEEPING
Coming Soon on Adobe Present