NWAEA 2009

Iowa Training Model for Mentors of Beginning Educators

Marlin Jeffers & Flora Lee, Educational Consultants

Welcome Housekeeping, Requirements, Mentor/Mentee Expectations

Getting to know you and your mentor Years of Teaching, Experience Activity, Generations Activity, Real

Colors

Starting the Year off Right Relationships, Classroom Climate, Expectations, Discipline, Procedures

Ethics Chapter 25 & Chapter 26

Closing College Credit/Renewal Options, Future Opportunities, Questions

RegistrationRestroomsVending MachinesMaterialsBreaksLunch

Renewal and Credit Options 1st and 2nd year teachers: ONLY COLLEGE CREDIT 1 , 2 or 3 hours of credit

Mentors: Choice of College Credit or License Renewal 1, 2, or 3 credits

Renewal cannot be used until May

Expectations for credit and license renewal Attendance of the sessions

(activities/readings/ Learning Projects based on the teaching

standards Participation in activities and sessions Observations Meeting documentation Collaboration, Coaching and Consulting Journey to Excellence/Mentoring Matters

Reading and activities Reflective conversations

2 year Mentor Induction Iowa Teaching Standards 2nd Year – Comprehensive Evaluation Local District (collection of artifacts) Mentors – Mentoring Matters/Journey to

Excellence (6 sessions- all day) 1st/2nd Year Educators – (6 sessions focused

on the standards and resources) Iowa Administrative Code (Chapter 25/26)

Ethics in the Education Profession

We’re all here to learn Listen … dialogue from YOUR perspective

Questions… “Ask” or use a post-it on the Parking Lot

“Attention” signals Please ---cell phones on vibrate Take care of your needs as needed

“From their first day on the job, brand new teachers are expected to perform essentially the same tasks

as experienced veterans. The trial-by-fire method of casting novices into the fray of the classroom has

been the traditional welcome into the teaching profession.”

Mentoring Matters, p. ix

“Mentor, trusted advisor, friend, teacher and wise person….”

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……are those people in our are those people in our lives, who, through their lives, who, through their deeds and work help us to deeds and work help us to move towards fulfilling our move towards fulfilling our potential.potential.

Gordon F. Shea, Mentoring - A Guide to BasicsGordon F. Shea, Mentoring - A Guide to Basics

“…the mentor is a growth agent whose role is to develop self-reliant, reflective beginning educators, able to make effective instructional decisions as they strive for high performance for themselves and their students.

◦ Wellman & Lipton, 2006 Learning Focused Relationships

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Enhance Student Enhance Student AchievementAchievement◦ Build RelationshipsBuild Relationships◦ Gain Knowledge and SkillsGain Knowledge and Skills

MentorMentor MenteeMenteeTo have the Best Educators in To have the Best Educators in IowaIowa

Lead by Example Serve as an advocate Serve as a resource Maintain a confidential relationship with the mentee Serve as the go-to person Model analytical and reflective practice Implement guidelines established by your school

district Keep other members on your faculty informed

about mentoring Engage colleagues in welcoming, supporting, and

collaborating with new staff members Learn new skills!

New teachers have experiences and training that you have not had!

New teachers should not be treated as a student teacher, they are a colleague even though new to the profession!

Listen! What are they really saying? Don’t fix the problem, help guide them

through a process the lets them solve their own problems or issues

Seek out help Observe other teachers teaching, planning,

reflecting, and conferencing. Ask why things are done the way they are Self-assess and self adjust as data dictates Set quarterly professional goals (set, analyze,

reflect) Participate in professional development activities Share your experiences and past knowledge Demonstrate a willingness to watch, listen and

learn Set to know the staff: teachers, administrators,

support staff and parents Avoid negativity and whining! Join professional groups Remember things will go wrong, you are learning

through your mentoring and teaching experiences.

Build on their experiences Need encouragement and recognition Need to make personal connections with

colleagues Value choices Internalize new strategies Need to see and hear examples from

classrooms similar to the ones they are in which they work

Need humor and storytelling Expect feedback

Laugh

Stay Organized Keep one night a week for yourself that has nothing to do with school or school work.

Ask for help, It’s not a bad thing! Stay healthy

Work and listen to your mentor Ask for help when you need it.

Ask questions Stay on top of the paperwork

Be open to new suggestions When working with parents, always start off with something positive about their student.

Relax, and take things as they come

Be patient, smile and have a sense of humor.

Organize a filing system Make sure to make friends with other teachers, support staff, administrators, they will motivate you when you need it!

“The expectations and pressures of a first year teacher are more demanding than what I remember. They’re well prepared for the job.”

“It doesn’t matter how long you have taught, you are never too old to learn and change. The new and fresh breath of a teaching perspective makes me a better teacher and mentor.”

“Even as old as I am – I can become excited; try new ideas, make changes.”

“The enthusiasm of the new educator is contagious.”

“It is a real balance of time and talents. I learned a lot about my own strengths and weaknesses.”

Iowa Induction Program

Components

Quality Mentoring

Iowa Teaching Standards

Classroom-based Teacher Learning

Supportive Organizational

Structure

• is designed to prepare and support mentors as they assist beginning teachers’ transition from the university to classroom practice

• the mentor and beginning educator attend one day of training in August, the Introduction to Journey to Excellence

• additionally, six days of training are for the mentor, and six days for the first year teacher/second year teacher.

Developed by a task force convened by the Iowa State Education Association including representatives from the Iowa Department of Education, Area Education Agencies, and School Districts

 Task Force Members: David Wilkinson, co-chair, ISEA Mary Beth Schroeder Fracek, co- chair, DE Pam Fields, Dubuque Community School District Jeff Johll, Dubuque Community School District Gail Myers, teacher, Keokuk Community School District Sue Swartz, AEA 11 now with DE Connie Richardson, AEA 13 Pat Shipley, ISEA Dave Ulrick, ISEA Sue Johannsen, teacher, Burlington Community School District Mary Brooks, teacher, West Des Moines Public Schools

MentorBeginning educator (teacher, nurse, media, guidance) AEAAdministratorYears as an educator: to 5, 10, 15, 20, 25+School district ….

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Experience Activity Generations ActivityReal Colors

Fill out the chart provided:◦Toys◦Fads/Trends◦Historical Events◦Heroes◦Values◦Share and discuss with your table group …. Then discuss

What does this say about what we value and how we operate?

Article in Cityscape, August 2007By Betsy Knoblock, Communications Coordinator

Resources: When Generations Collide, Lancaster and Stillman, 2002

Bridging the Generation Gap, Gravett, 2007

Research of Zamke, Raines and Filipczack

Loyalty towards the school district and what they were taught and have learned through professional and life experiences

They are very detail oriented Hardworking Duty before pleasure Adherence to the rules They like to hear people say … your

expertise is respected and valued

Believe that more experience brings more rewards

Hard to balance life and work Key word: Optimistic Competitive in the workplace Desire continued career advancement and

challenge Work to contribute to society and help

people Salary, status & title

Want a voice in what’s going on Want autonomy – less direction Key word: skepticism Want praise and rewards; require much

more motivation Unimpressed with authority; rely on

themselves and skill Want flexibility and fewer regulations in

expression and dress Resourceful and independent

Appreciation & diversity Key word: realistic Determined in their work ethic Want to contribute & collaborate Polite in their view of authority; will follow

leadership by teamwork Tend to put more focus on family/personal

life vs. work Want training, coaching and mentoring at

work

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