North Carolina Mentor Training 2011-2012
-
Upload
kato-fernandez -
Category
Documents
-
view
25 -
download
0
description
Transcript of North Carolina Mentor Training 2011-2012
![Page 1: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/1.jpg)
North Carolina Mentor Training
2011-2012
A Lifeline for North Carolina’s Beginning Teachers
![Page 2: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/2.jpg)
• Welcome
• Agenda:oWhy new mentor standards?oThe five standardsoBeginning Teacher ObservationsoThe Social Network/Mentor Log
![Page 3: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/3.jpg)
People Bingo
![Page 4: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/4.jpg)
• Statewide Alignmento21st Century Standards for LearningoProfessional Teaching StandardsoBeginning Teacher Support
StandardsoMentor Standards
Where are we going?
![Page 5: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/5.jpg)
Teacher Working Conditions
• In 2010, more than 105,000 educators (88.81%) across state completed North Carolina Teacher Working Conditions Surveyo Perceptions of trust and support have a
direct correlation to student achievement and teacher retention
![Page 6: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/6.jpg)
Frequency of Mentoring Activities Reported by New Teachers and Mentors
from TWC 2010– KCS
Mentoring ActivityLess than
1x per month
1-2x per month
At Least 1x per week
Observed by mentor 74% 23% 3%
Analyzing Student Work 48% 37% 15%
Planning instruction with my mentor 48% 23% 29%
Having discussions with my mentor about teaching
34% 40% 26%
![Page 7: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/7.jpg)
The School Year through the Lens of a Mentee…
• Find the chart with your birthday month…
• Record as many tasks/ emotions/ situations that your mentee may face during this point in the year.
• Reflect on how you can support
• Gallery Walk
![Page 8: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/8.jpg)
Phases of First Year Teachers
![Page 9: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/9.jpg)
“Leadership is not magnetic personality; that can just as well be a glib tongue. It is not ‘making friends and influencing people;’ that is flattery. Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.”
Peter F. Drucker
![Page 10: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/10.jpg)
Developing relationships between mentors and beginning teachers is foundational to ensuring a quality induction experience, fostering professional growth and supporting leadership in the classroom and beyond.
Standard 1: Mentors support beginning teachers to demonstrate leadership.
![Page 11: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/11.jpg)
Standard 1 Key Components
• Trusting Relationship & Coaching• Leadership• Communication & Collaboration • Best Practices • Advocacy for Beginning Teachers • Ethical Standards
![Page 12: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/12.jpg)
Generational Differences
Self Quiz
![Page 13: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/13.jpg)
Generation Y1981-2000
Veterans1922-1945
Baby Boomers1946-1964
Generation X1965-1980
Create a visual and a slogan that represents your assigned generation.
![Page 14: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/14.jpg)
• Describe a possible conflict at school involving a Mentor and/or Beginning Teacher that could be rooted in generational differences.
• Use your knowledge of generational differences to problem-solve.
Mentoring andGenerational Differences
![Page 15: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/15.jpg)
What Animal Am I?
![Page 16: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/16.jpg)
Find someone that chose a different animal and discuss:
• Why did they choose that animal over the others?
• What are pluses of those animals characteristics? What are deltas?
• How does this relate to working with and observingyour mentee?
![Page 17: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/17.jpg)
“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.”
Anthony Robbins
![Page 18: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/18.jpg)
Read and Reflect: Standard 1
• Read the bulleted list• Reflect on your strengths and growth
areas.• Use a coding system:
o S(trength), G(rowth Area)o o Star, ?, X
• Be prepared to share.
![Page 19: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/19.jpg)
Forming strong relationships with students is central to establishing respectful learning environments for all students.
Standard 2: Mentors support beginning teachers to establish a respectful environment for a diverse population of students.
![Page 20: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/20.jpg)
Standard 2 Key Components
• Relationships with students, families, at school and in the community
• Honor and Respect for Diversity• Classroom Environments that Optimize
Learning• Reaching Students of all Learning
Levels
![Page 21: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/21.jpg)
Top Ten… List
• Video: Top Ten Things About Teaching You Didn’t Learn in School
• With others from your school, create a Top Ten Things You Need to Know about… (Shady Brook, KMS, A.L.Brown, etc.) Can include anything, but target your school’s culture
• Be prepared to share…
![Page 22: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/22.jpg)
• Discussion Dice: Count off by 3’s and find your assigned group.
• Roll the dice. Match the sum of the dice to a topic from the discussion dice sheet. Respond to the statement/situation and have a brief discussion before moving on to the next person’s turn.
Relationships and Environment
![Page 23: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/23.jpg)
Read and Reflect: Standard 2
• Read the bulleted list• Reflect on your strengths and growth
areas.• Use a coding system:
o S(trength), G(rowth Area)o o Star, ?, X
• Be prepared to share.
![Page 24: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/24.jpg)
Having in depth knowledge of the subject matter for the scope of a teacher’s grade level or content area is essential in promoting student achievement.
KEY COMPONENTS
• NCSCOS and 21st Century Goals• Content and Curriculum
Standard 3: Mentors support beginning teachers to know the content they teach.
![Page 25: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/25.jpg)
Welcome Back
Take the word MENTOR and create an acrostic poem using any words or
phrases reflecting what you learned yesterday from Standard 1 and Standard
2.
![Page 26: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/26.jpg)
Did You Know 4.0?
• View “Did You Know 4.0?”
• Consider the concepts presented in the video.
• Complete the SWOT Chart individually, then discuss as a group the Strengths, Weaknesses, Opportunities, and Threats.
![Page 27: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/27.jpg)
1 to 2 to 4
• Individual (1) - List at least three ways to support a beginning teacher in delivering 21st Century content and curriculum.
• Partners (2) - Share individual lists with a partner and decide on one way that is the best.
• Partner Groups (4) - Join another pair and determine the best idea from both groups.
• All – Share with the entire group.
![Page 28: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/28.jpg)
Common Core/ Essential Standards
?
![Page 29: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/29.jpg)
Read and Reflect: Standard 3
• Read the bulleted list• Reflect on your strengths and growth
areas.• Use a coding system:
o S(trength), G(rowth Area)o o Star, ?, X
• Be prepared to share.
![Page 30: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/30.jpg)
Mentors encourage and support the efforts of beginning teachers to plan, implement, and assess the results of teaching and learning. KEY COMPONENTS• Instructional Practice• Professional Practice• Student Assessment
Standard 4: Mentors support beginning teachers to facilitate learning for their students.
![Page 31: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/31.jpg)
“Feedback is information about how we did in light of what we attempted…The best feedback is highly specific…Think of the best feedback systems: computer games, your shower faucets, or tasting the meal as you cook…What feedback most certainly isn’t is praise and blame or mere encouragement.” -Grant Wiggins
![Page 32: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/32.jpg)
Collaborative Coaching with Observations
• Teacher Evaluation InstrumentNew Teacher Evaluation Rubrichttp://www.ncpublicschools.org/profdev/training/online-evaluation/
• Coaching Cycle Resources
• Pre/Post Conferences
![Page 33: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/33.jpg)
Pre-Conference
• Describe lesson• Clarify goals• Set the focus of the observation• Determine method of data collection
What are some questions you might ask during a pre-conference?
![Page 34: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/34.jpg)
Focus
• What are some possible things a Beginning Teacher might want you to focus on when observing in the classroom?
• Group List
![Page 35: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/35.jpg)
The Observation
• Collect Data/Evidence related to focus.
Select a few of the focus areas and determine what an appropriate method of
data collection might be.
![Page 36: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/36.jpg)
Post-Conference
• Self-assessment• Share data on focus area• Reflection*• Probing• Suggestions• Next steps
Role Plays
![Page 37: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/37.jpg)
Post-Conference – Scenario A
• Partner A = Mentor• Partner B = Beginning Teacher
(Mr. M)
![Page 38: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/38.jpg)
Post-Conference – Scenario B
• Partner B = Mentor• Partner A = Beginning Teacher
(Ms. T)
![Page 39: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/39.jpg)
Circle of Knowledge
• What are ways to differentiate for students?
• Rules of the Gameo Circleo Go around with each person giving an
example of differentiation; 3 second wait time; if no answer, person is out
![Page 40: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/40.jpg)
Read and Reflect: Standard 4
• Read the bulleted list• Reflect on your strengths and growth
areas.• Use a coding system:
o S(trength), G(rowth Area)o o Star, ?, X
• Be prepared to share.
![Page 41: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/41.jpg)
Mentors initiate making connections with beginning teachers and begin providing support before or near the start of school or at the time of employment for those hired later in the year.
Standard 5: Mentors support beginning
teachers to reflect on their practice.
![Page 42: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/42.jpg)
Standard 5 Key Components
• Allocation and Use of Time with Beginning Teachers
• Reflective Practice
• Mentor Data Collection
![Page 43: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/43.jpg)
“Only those who have learned a lot are in a position to admit how little they know.”
L. Carte
![Page 44: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/44.jpg)
Coaching Conversations
• Listen Carefully
• Rephrase
• Questions
• Focus/ Goals
![Page 45: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/45.jpg)
RephraseListen Carefully
• In other words…• What I’m hearing…• From what I hear you
say…• I’m hearing many
things…• As I listen to you, I’m
hearing…• So, you think…• It sounds like you want…
• Let me see if I understand…
• So you think that…• I’m curious to know more
about …• I’m interested in…• Tell me how that idea is
like (or different from)… • So, are you suggesting…?
![Page 46: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/46.jpg)
Set GoalsQuestion
• What’s another way you might ...?
• What criteria do you use …?• What would it look like if …?• When have you done it like
this before …?• What might you see
happening if …?• How was …different from
…?• What do you think could be
the cause?
• It’s sometimes useful to …• A couple of things you need
to keep in mind …• Something you might try
considering is …• To what extent might … work
in your situation?• There are a number of
approaches …• What do you imagine might
… ?
![Page 47: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/47.jpg)
Read and Reflect: Standard 5
• Read the bulleted list• Reflect on your strengths and growth
areas.• Use a coding system:
o S(trength), G(rowth Area)o o Star, ?, X
• Be prepared to share.
![Page 48: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/48.jpg)
Mentor Tweet
• In a group of 4, create a job description of a mentor in a “tweet” format.
![Page 49: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/49.jpg)
Social Network/Mentor Log
• E-mail invitation• http://kcsbeginningteachers.ning.com/• Discussion Forum• Blog Posts• Friends/Groups/Walls• Photos/Videos• Possibilities? - Set up 2-column chart:
Questions – Possibilities/Ideas
![Page 50: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/50.jpg)
Social Network/Mentor Log
• Tasks:o Bookmark this page somewhereo Update your profileo Add some Friendso Respond to a Discussion Forum topico Comment on a blog posto Check out the online Mentor Logo Click aroundo Fill out the 2 column chart
![Page 51: North Carolina Mentor Training 2011-2012](https://reader035.fdocuments.in/reader035/viewer/2022062721/56813693550346895d9e1d73/html5/thumbnails/51.jpg)
• Final Questions?
Thank you!