NC DHHS Mentor NC DHHS Mentor Training 2011Training 2011

A Lifeline for Beginning A Lifeline for Beginning TeachersTeachers

Day TwoDay Two

Based on materials and training provided by NC DPIBased on materials and training provided by NC DPI

Kathy Rhoades,Kathy Rhoades,Assistant Superintendent of Assistant Superintendent of

SchoolsSchoolsNC Department of Health and NC Department of Health and

Human ServicesHuman ServicesDivision of State Operated Healthcare Division of State Operated Healthcare

FacilitiesFacilitiesKathy.rhoades@dhhs.nc.govKathy.rhoades@dhhs.nc.gov

919-855-4713 (office)919-855-4713 (office)919-961-1456 (mobile)919-961-1456 (mobile)

Educational Programming in Educational Programming in the DHHS LEAthe DHHS LEA

Schools in psychiatric hospitals (Cherry, Schools in psychiatric hospitals (Cherry, Broughton, Central Regional)Broughton, Central Regional)

Wright SchoolWright School Whitaker PRTFWhitaker PRTF Developmental Disabilities Centers Developmental Disabilities Centers

(Springer School at Murdoch, Riddle (Springer School at Murdoch, Riddle Center, Caswell Center)Center, Caswell Center)

O’Berry Neuro-Medical Treatment CenterO’Berry Neuro-Medical Treatment Center Division of Services for the BlindDivision of Services for the Blind Developmental Day programsDevelopmental Day programs

DHHS LEA (997)DHHS LEA (997)

Superintendent: J. Luckey Welsh, Jr.Superintendent: J. Luckey Welsh, Jr. Division Director for DSOHFDivision Director for DSOHF

Assistant Superintendent: Kathy Assistant Superintendent: Kathy RhoadesRhoades One-person central officeOne-person central office

Board: Secretary CanslerBoard: Secretary Cansler

WELCOMEWELCOME

IntroductionsIntroductions HousekeepingHousekeeping AgendaAgenda Review the qualities of a good mentor Review the qualities of a good mentor Focus on the mentor-mentee relationshipFocus on the mentor-mentee relationship Update required informationUpdate required information Review the observation/evaluation processReview the observation/evaluation process

Beginning Teacher Support Beginning Teacher Support Program PoliciesProgram Policies

BT requirements (components of SBE BT requirements (components of SBE policy TCP-A-004):policy TCP-A-004):

OrientationOrientation InductionInduction Observations/evaluation/PDPObservations/evaluation/PDP MentorMentor

Beginning Teacher Support Beginning Teacher Support ProgramProgram

Standard 1 - Systemic Support for High Standard 1 - Systemic Support for High Quality Induction ProgramsQuality Induction Programs

Standard 2 - Mentor selection, Standard 2 - Mentor selection, Development, and SupportDevelopment, and Support

Standard 3 - Mentoring for Instructional Standard 3 - Mentoring for Instructional ExcellenceExcellence

Standard 4 - Beginning Teacher Standard 4 - Beginning Teacher Professional DevelopmentProfessional Development

Standard 5 – Formative Assessment of Standard 5 – Formative Assessment of Candidates and ProgramsCandidates and Programs

Peer Review NetworksPeer Review Networks

PURPOSE – Annual network for LEA induction PURPOSE – Annual network for LEA induction program leaders to:program leaders to:• Share informationShare information• Engage in new learning on new teacher inductionEngage in new learning on new teacher induction• Dialogue with stakeholders, policymakers, and Dialogue with stakeholders, policymakers, and

representatives from higher education including representatives from higher education including community colleges and universities within the community colleges and universities within the region to learn about innovative research and region to learn about innovative research and programsprograms

• Systematically assess where the LEA’s induction Systematically assess where the LEA’s induction program fits on the Beginning Teacher Support program fits on the Beginning Teacher Support Program continuum Program continuum

Peer Review NetworksPeer Review Networks

Action – Create informal learning groups within Action – Create informal learning groups within each of the eight North Carolina regions. Under the each of the eight North Carolina regions. Under the management and leadership of the Regional management and leadership of the Regional education Facilitators the groups will:education Facilitators the groups will: Be matched, to the degree possible, according Be matched, to the degree possible, according

to LEA size and new teacher populationto LEA size and new teacher population Participate in staged LEA site-visits to learn Participate in staged LEA site-visits to learn

about Beginning Teacher Support Programs and about Beginning Teacher Support Programs and offer “critical friend” feedback as desiredoffer “critical friend” feedback as desired

Work together during the annual network Work together during the annual network meeting to assess where each LEA’s induction meeting to assess where each LEA’s induction program is on a defined induction program program is on a defined induction program standard and offer insights on ways the LEA can standard and offer insights on ways the LEA can move forward on the continuummove forward on the continuum

Rubric for Self-Assessing the Beginning Teacher Support Rubric for Self-Assessing the Beginning Teacher Support ProgramProgram

a.a. Time. Time. Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program. Program, district and site Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program. Program, district and site leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning and induction-related activities both during and outside of school time.and induction-related activities both during and outside of school time.

DevelopingDeveloping ProficientProficient AccomplishedAccomplished DistinguishedDistinguishedNot DemonstratedNot Demonstrated

(Comment Required)(Comment Required)

Mentors work with beginning Mentors work with beginning teachers occasionally.teachers occasionally.

. . . and. . . and Mentors work with beginning teachers Mentors work with beginning teachers

during and outside of the school day, during and outside of the school day, based upon schedule and mentor based upon schedule and mentor flexibility. flexibility.

. . . and. . . and Mentors and beginning teachers have Mentors and beginning teachers have

protected time to engage in protected time to engage in induction-related activities.induction-related activities.

. . . and. . . and Mentors are provided sufficient Mentors are provided sufficient

time to engage with beginning time to engage with beginning teachers and support their teachers and support their professional growth. Beginning professional growth. Beginning teachers are released to work teachers are released to work with mentors, and other support with mentors, and other support providersproviders as appropriate.as appropriate.

b.b. Instructional Focus. Instructional Focus. The North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System is the comprehensive guide used by all teachers, mentors and The North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System is the comprehensive guide used by all teachers, mentors and beginning teachers to advance practice and student learning. Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management, beginning teachers to advance practice and student learning. Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management, instruction, and student learning. Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to instruction, and student learning. Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to

continuously improve teaching and learning.continuously improve teaching and learning.

DevelopingDeveloping ProficientProficient AccomplishedAccomplished DistinguishedDistinguishedNot DemonstratedNot Demonstrated

(Comment Required)(Comment Required)

Mentors focus on logistical and Mentors focus on logistical and operational issues, such as school operational issues, such as school practices and culture, practices and culture, administrative and classroom administrative and classroom procedures and norms.procedures and norms.

. . . and. . . and Based on classroom observations, Based on classroom observations,

mentors work with beginning teachers mentors work with beginning teachers on issues of classroom management, on issues of classroom management, lesson planning, delivery of instruction lesson planning, delivery of instruction and student learning aligned with the and student learning aligned with the standard course of study.standard course of study.

. . . and. . . and Mentors work with beginning Mentors work with beginning

teachers across the full-range of teachers across the full-range of teaching practices as defined by teaching practices as defined by North Carolina Professional Teaching North Carolina Professional Teaching Standards and identified by the North Standards and identified by the North Carolina Teacher Evaluation System.Carolina Teacher Evaluation System.

. . . and. . . and Mentors work with beginning Mentors work with beginning

teachers on a strategic focus as teachers on a strategic focus as determined by the North Carolina determined by the North Carolina Teacher Evaluation System and Teacher Evaluation System and other assessments of classroom other assessments of classroom practice and student learning.practice and student learning.

cc.. Issues of Diversity*. Issues of Diversity*. Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity. Mentors guide beginning Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity. Mentors guide beginning teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population. Mentors and beginning teachers design and implement a teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population. Mentors and beginning teachers design and implement a

broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning.broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning.

Mentors are aware of equity Mentors are aware of equity issues as they arise in beginning issues as they arise in beginning teachers’ practice.teachers’ practice.

. . . and. . . andMentors support beginning teachers’ Mentors support beginning teachers’ development to meet the needs of all development to meet the needs of all students and create a respectful students and create a respectful environment for a diverse population of environment for a diverse population of students.students.

. . . and. . . andMentors guide the beginning teachers’ Mentors guide the beginning teachers’ appreciation for diversity and responsive appreciation for diversity and responsive approaches to instruction during analysis approaches to instruction during analysis of student work, planning of of student work, planning of differentiated instruction and other differentiated instruction and other opportunities as they arise.opportunities as they arise.

. . . and. . . andMentors proactively engage Mentors proactively engage beginning teachers around issues of beginning teachers around issues of diversity. Mentors guide beginning diversity. Mentors guide beginning teachers in the ongoing development teachers in the ongoing development of responsive curriculum and of responsive curriculum and practices.practices.

Standard 3: Mentoring for Instructional Excellence

Beginning Teacher Support Program Annual Review Beginning Teacher Support Program Annual Review FormForm

Standard 1 – Mentors Support Beginning Standard 1 – Mentors Support Beginning Teachers to Demonstrate LeadershipTeachers to Demonstrate Leadership

Standard 2 – Mentors Support Beginning Standard 2 – Mentors Support Beginning Teachers to Establish a Respectful Teachers to Establish a Respectful Environment for a Diverse Population of Environment for a Diverse Population of StudentsStudents

Standard 3 – Mentors Support Beginning Standard 3 – Mentors Support Beginning Teachers to Know the Content They Teachers to Know the Content They TeachTeach

Standard 4 – Mentors Support Beginning Standard 4 – Mentors Support Beginning Teachers to Facilitate Learning for Their Teachers to Facilitate Learning for Their StudentsStudents

Standard 5 – Mentors Support Beginning Standard 5 – Mentors Support Beginning Teachers to Reflect on Their Practice Teachers to Reflect on Their Practice

Mentor StandardsMentor Standards

Standard 1Standard 1Mentors Support Beginning Mentors Support Beginning Teachers to Demonstrate Teachers to Demonstrate

LeadershipLeadershipDeveloping relationships Developing relationships

between mentors and between mentors and beginning teachers is beginning teachers is foundational to foundational to ensuring a quality ensuring a quality induction experience, induction experience,

fostering professional fostering professional growth and growth and

supporting leadership in supporting leadership in the classroom and the classroom and beyond.beyond.

Standard 1 Key Standard 1 Key ComponentsComponents

Trusting Relationship & CoachingTrusting Relationship & Coaching LeadershipLeadership Communication & Collaboration Communication & Collaboration Best Practices Best Practices Advocacy for Beginning Teachers Advocacy for Beginning Teachers Ethical StandardsEthical Standards

Generation Y1981-2000

Veterans

1922-1945

Baby Boomers1946-1964

Generation X1965-1980

Generation YGeneration Y

Do you know the accurate characteristics for Generation Do you know the accurate characteristics for Generation Y? Respond with TRUE or FALSE.Y? Respond with TRUE or FALSE.

1.1. Generation Y adults lack self-confidence.Generation Y adults lack self-confidence.2.2. Learning collaboratively and participating in group Learning collaboratively and participating in group

activities comes naturally to Generation Y activities comes naturally to Generation Y adults.adults.

3.3. Generation Y workers expect diversity and up-to-date Generation Y workers expect diversity and up-to-date technology in the workplace.technology in the workplace.

4.4. Generation Y adults are open to work-related face-to-Generation Y adults are open to work-related face-to-face or telephone conversations any time of the day.face or telephone conversations any time of the day.

5.5. Generation Y is the generation most tolerant of Generation Y is the generation most tolerant of diversity.diversity.

Generation Y Cont’dGeneration Y Cont’d

6.6. Generation Y workers are motivated by being Generation Y workers are motivated by being surrounded with other bright, creative people.surrounded with other bright, creative people.

7.7. Communication styles of Generations X and Y are Communication styles of Generations X and Y are very similar.very similar.

8.8. Virtually unaffected by the nation’s financial crisis, Virtually unaffected by the nation’s financial crisis, Generation Y adults are dependent upon buying Generation Y adults are dependent upon buying now, paying later.now, paying later.

9.9. Generation Y workers respect authority and thrive Generation Y workers respect authority and thrive under direct supervision.under direct supervision.

10.10. Generation Y workers are motivated by Generation Y workers are motivated by meaningful work and desire immediate feedback.meaningful work and desire immediate feedback.

11.11. Work-life balance is important to Generation Y Work-life balance is important to Generation Y workers.workers.

Mentors and Generation YMentors and Generation Y

What characteristics of Generation Y have you What characteristics of Generation Y have you seen in beginning teachers?seen in beginning teachers?

Can you identify and explain any differences in Can you identify and explain any differences in relationship building among Generation Y relationship building among Generation Y teachers and that of other generations?teachers and that of other generations?

What challenges exist in mentoring across What challenges exist in mentoring across generations?generations?

Standard 2Standard 2: Mentors support : Mentors support beginning teachers to establish a beginning teachers to establish a

respectful environment for a respectful environment for a diverse population of students.diverse population of students.

Forming strong Forming strong relationships with relationships with students is central to students is central to establishing respectful establishing respectful learning environments learning environments for all students. for all students.

Standard 2 Key ComponentsStandard 2 Key Components

Relationships with learners, Relationships with learners, caregivers, in the learning caregivers, in the learning environment and in the communityenvironment and in the community

Honor and respect for diversityHonor and respect for diversity Learning environments that Learning environments that

optimize learningoptimize learning Reaching learners of all levelsReaching learners of all levels

Communication StylesCommunication Styles

Think about your classroom Think about your classroom communication style. How would you communication style. How would you describe it? describe it?

Consider the expectations you have…Consider the expectations you have…

Tyler’s video Tyler’s video http://www.imtyler.orghttp://www.imtyler.org

Communication StylesCommunication Styles

How can you shape your instructional practices to How can you shape your instructional practices to ensure that you offer the most academically ensure that you offer the most academically rigorous work to all learners?rigorous work to all learners?

How can you encourage and support your How can you encourage and support your beginning teacher in maintaining high expectations beginning teacher in maintaining high expectations for all learners?for all learners?

In what ways can you help your beginning teacher In what ways can you help your beginning teacher in locating and accessing resources (tangible and in locating and accessing resources (tangible and human) to meet the learning needs of all diverse human) to meet the learning needs of all diverse learners?learners?

Having in depth knowledge of the Having in depth knowledge of the subject matter for the scope of a subject matter for the scope of a teacher’s grade level or content area is teacher’s grade level or content area is essential in promoting student essential in promoting student achievement.achievement.

KEY COMPONENTSKEY COMPONENTS

• NCSCOS and 21NCSCOS and 21stst Century Goals Century Goals• Content and CurriculumContent and Curriculum

Standard 3Standard 3: Mentors support : Mentors support beginning teachers to know beginning teachers to know

the content they teach.the content they teach.

Did You Know 4.0?Did You Know 4.0?

View “Did You Know 4.0?”View “Did You Know 4.0?”

http://http://www.youtube.com/watch?v=6ILQrUrEWe8 www.youtube.com/watch?v=6ILQrUrEWe8

Consider the concepts presented in the video.Consider the concepts presented in the video.

Complete the SWOT Chart individually, then Complete the SWOT Chart individually, then discuss as a group the Strengths, Weaknesses, discuss as a group the Strengths, Weaknesses, Opportunities, and Threats. Opportunities, and Threats.

Teacher Working ConditionsTeacher Working Conditions

Review DataReview Data

Focus on One QuestionFocus on One Question

Develop ways to support a beginning teacher in Develop ways to support a beginning teacher in each category (strongly disagree to strongly agree)each category (strongly disagree to strongly agree)

Compile ideas on chart paperCompile ideas on chart paper

ShareShare

Teacher Working ConditionsTeacher Working Conditions

In 2010, more than 105,00 educators (88.81%) In 2010, more than 105,00 educators (88.81%) across state completed North Carolina Teacher across state completed North Carolina Teacher Working Conditions SurveyWorking Conditions Survey

- Perceptions of trust and support - Perceptions of trust and support have a have a

direct correlation to student direct correlation to student achievement achievement

and teacher retentionand teacher retention

Frequency of Mentoring Activities Reported Frequency of Mentoring Activities Reported by New Teachers and Mentors from TWC 2010by New Teachers and Mentors from TWC 2010

Mentoring Mentoring ActivityActivity

NeverNever SometimesSometimes At Least 1x At Least 1x per weekper week

Planning Planning during the during the school dayschool day

32%32% 38%38% 30%30%

Observed by Observed by

mymy mentormentor

20%20% 72%72% 8%8%

Planning Planning instruction instruction with my with my mentormentor

33%33% 43%43% 24%24%

Having Having discussions discussions with my with my mentor about mentor about teachingteaching

4%4% 45%45% 51%51%

Teacher Working ConditionsTeacher Working Conditions

Concerning Beginning Teachers…Concerning Beginning Teachers… 58% said they received no release time to 58% said they received no release time to

observe other teachers.observe other teachers. 47% had no formal time to meet with their 47% had no formal time to meet with their

mentor during school hours.mentor during school hours. 31% never met with their mentor to develop 31% never met with their mentor to develop

lesson plans.lesson plans. 53% never observed their mentor teaching.53% never observed their mentor teaching. 33% never analyzed student work with their 33% never analyzed student work with their

mentor.mentor.

Standard 4Standard 4: Mentors support : Mentors support beginning teachers to facilitate beginning teachers to facilitate

learning for their students.learning for their students.

Mentors encourage and support the efforts Mentors encourage and support the efforts of beginning teachers to plan, implement, of beginning teachers to plan, implement, and assess the results of teaching and and assess the results of teaching and learning. learning.

KEY COMPONENTSKEY COMPONENTS Instructional PracticeInstructional Practice Professional PracticeProfessional Practice Student AssessmentStudent Assessment

Inventory of Present PracticesInventory of Present Practices

Partner with a mentorPartner with a mentor Develop a list to be used as a resource for Develop a list to be used as a resource for

BTs that details current programs in place, BTs that details current programs in place, and that includes:and that includes: Curricular ProgramsCurricular Programs Behavior Plans/ExpectationsBehavior Plans/Expectations Lesson Plan Development RequirementsLesson Plan Development Requirements Paperwork RequirementsPaperwork Requirements Hidden Rules/ School Culture/ “How we do Hidden Rules/ School Culture/ “How we do

things around here…”things around here…”

Professional Learning Professional Learning CommunitiesCommunities

A Big Picture Look at PLCsA Big Picture Look at PLCs What is a PLC?What is a PLC? How can you develop and/or How can you develop and/or

use the PLCs in your program use the PLCs in your program to support your beginning to support your beginning teacher?teacher?

Are you part of a PLC?Are you part of a PLC?

The Charles Darwin SchoolThe Charles Darwin SchoolMotto: We believe that all kids can learn – Motto: We believe that all kids can learn –

based upon their ability. based upon their ability. Student aptitude is fixed and not subject to Student aptitude is fixed and not subject to

influence by teachers.influence by teachers. As a result, we create multiple programs or As a result, we create multiple programs or

tracks to address differing ability levels.tracks to address differing ability levels. Tracking gives students the best chance of Tracking gives students the best chance of

mastering the content that is appropriate to mastering the content that is appropriate to their abilities.their abilities.

Are you part of a PLC?Are you part of a PLC?

The Pontius Pilate SchoolThe Pontius Pilate SchoolMotto: We believe that all kids can learn – if Motto: We believe that all kids can learn – if

they take advantage of the opportunity we they take advantage of the opportunity we give them to learn.give them to learn. It is the teacher’s job to provide all students It is the teacher’s job to provide all students

with an opportunity to learn by presenting with an opportunity to learn by presenting lessons that are clear and engaging. lessons that are clear and engaging.

It is the student’s job to learn, and if they elect It is the student’s job to learn, and if they elect not to do so, we must hold them accountable not to do so, we must hold them accountable for their decisions. for their decisions.

Are you part of a PLC?Are you part of a PLC?

The Chicago Cub Fan SchoolThe Chicago Cub Fan School

Motto: We believe that all kids can learn – something, Motto: We believe that all kids can learn – something, and we will help all students experience academic and we will help all students experience academic growth in a warm and nurturing environment.growth in a warm and nurturing environment. A student’s growth is determined by a A student’s growth is determined by a

combinations of his/her innate ability and combinations of his/her innate ability and effort. effort.

Since we have little impact on either, we will Since we have little impact on either, we will create an environment that fosters their create an environment that fosters their sense of well-being and self-esteem. sense of well-being and self-esteem.

Are you part of a PLC?Are you part of a PLC?

The Henry Higgins SchoolThe Henry Higgins SchoolMotto: We believe that all kids can and must Motto: We believe that all kids can and must

learn at relatively high levels of learn at relatively high levels of

achievement, and our responsibility is achievement, and our responsibility is

to work with each student until our to work with each student until our high high

standards have been achieved.standards have been achieved.

PLC AssessmentPLC Assessment

Where is your school or district Where is your school or district regarding the implementation of regarding the implementation of Professional Learning Communities?Professional Learning Communities?

Consider the cultural norms of Consider the cultural norms of Professional Learning Communities Professional Learning Communities and rate accordingly in the and rate accordingly in the assessment.assessment.

Discuss the results and implications.Discuss the results and implications.

Standard 5Standard 5: Mentors : Mentors support beginning teachers support beginning teachers to reflect on their practice.to reflect on their practice.

Mentors Mentors initiateinitiate making making connectionsconnections with with beginning teachers and begin beginning teachers and begin providing providing

supportsupport before or near the start of before or near the start of school or at the time of employment for school or at the time of employment for

those hired later in the year. those hired later in the year.

Standard 5 Key ComponentsStandard 5 Key Components

Allocation and Use of Time with Allocation and Use of Time with Beginning Teachers Beginning Teachers

Reflective PracticeReflective Practice

Mentor Data CollectionMentor Data Collection

Self Assessment for MentorsSelf Assessment for Mentors

Based on Authentic Assessment, focus Based on Authentic Assessment, focus on noted areas of weakness.on noted areas of weakness.

Complete SMART goal worksheet based Complete SMART goal worksheet based on two major areas for growth on two major areas for growth opportunity (two elements). opportunity (two elements).

Pairs share SMART goals with each Pairs share SMART goals with each other and give suggestions/ideas as other and give suggestions/ideas as needed.needed.

Coaching ConversationsCoaching Conversations

Listen CarefullyListen Carefully

RephraseRephrase

QuestionsQuestions

Focus/ GoalsFocus/ Goals

Collaborative Collaborative CoachingCoaching Coaching is cyclical and ongoingCoaching is cyclical and ongoing

It may be difficult to discern where It may be difficult to discern where one phase ends and the other one phase ends and the other beginsbegins

Review of the coaching cycle in Review of the coaching cycle in groupsgroups

Formal CoachingFormal Coaching

Occurs in the observation phaseOccurs in the observation phase Mentors need to know the Mentors need to know the

observation and evaluation process observation and evaluation process to be good coaches and advocatesto be good coaches and advocates

Mentors do NOT formally observe Mentors do NOT formally observe and/or evaluate their menteesand/or evaluate their mentees

Review of the NC Teacher Review of the NC Teacher Evaluation ProcessEvaluation Process