SO YOU WANT TO BE A SO YOU WANT TO BE A
MENTORMENTORVicki DuffVicki Duff
NJ Department of EducationNJ Department of Education
Mentor Training CoordinatorMentor Training Coordinator
[email protected]@doe.state.nj.us
The heart and soul of mentoring is the outgrowth of belief in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers.
Head, Reidman, and Theis-Sprintall, 1992
IF I KNEW THEN…..3-2-1
o What are three things you know now that you wish you had known the first year you taught?
o What are two tips you would offer a novice as they begin?
o Describe one lesson you learned the first year you taught. How did that impact your teaching?
OBJECTIVES FOR TODAY
• Introduce the concept of mentoring
• Review the state mentoring regulations
• Understand the process of mentoring
• Identify the needs of the novice teacher
• Discuss the roles and responsibilities of mentors, novice teachers and school leaders
WHAT IS MENTORING?
• A person-to-person experience that is…• A confidential, non-judgmental process
which…• Ensures novice teacher support and
guidance on effective teaching practice…
• Based on state, district and school needs and the needs of the individual novice teacher.
WE MENTOR BECAUSE…• Novice teachers need guidance and support.• Novice teachers need to build confidence
and an understanding of the school.• Mentoring motivates the novice and the
mentor.• Mentoring helps to retain our newest
professionals.• Mentoring builds expertise more quickly.• Mentoring is a professional responsibility.
A FORMAL MENTORING PROGRAM
• Is an action – by a person, for a person• Provides the mentor and the novice with a
roadmap for effective teaching.• Provides the novice with a sense of security.• Provides the mentor with a focus for
dialogue and support.• Provides the district with teachers who
understand the culture and the curriculum.• Provides the novice with models of practice.
MENTORING WITH INDUCTION
• Is a process – is a system• Promotes life-long professional learning• Provides many support systems that are
highly structured• Encourages collaborative interactions that
support high levels of student success• Supports the novice teacher over a period of
years• Is aligned with the district vision and goals for
all teachers
AND THE BENEFITS ARE…• Mentoring ensures that veterans positively
impact a new generation of teachers.• Mentoring highlights professionalism to
stakeholders.• Mentoring enriches relationships through
collaboration.• Mentoring provides powerful learning
opportunities . • Mentoring supports student learning and
success.
THE MENTORING REGULATIONS…
• Establish a one-year mentoring program for all provisional teachers
• Establish a minimum criteria for the mentoring program (mentor criteria, mentor expertise, mentor application)
• Specify responsibility for payment of a mentoring stipend– $550 – traditional route– $1000 – alternate route
THE MENTORING REGULATIONS…
• Require comprehensive training and support for mentors
• Require a rigorous mentoring process for novice teachers
• Allow the use of retired educators as mentors
• Require the district to develop and implement a mentor plan through the Local Professional Development Committee
WHO IS THE NOVICE?• The average age is 28• 42% are Alternate Route• 1/3 have less than 5 years
experience• Have expertise in content areas• Tech savvy• Believe they can make a difference• Want the freedom to try new
strategies• Desire the ability to be part of the
decision-making process• Will not limit their options• Confident, scared, overwhelmed
and ready go!
A MENTOR IS…• Write 5 characteristics
of an effective mentor.• Share the
characteristics with the group.
• Each group will identify 2 important characteristics to report out to the large group.
AM I A MENTOR?
• Am I committed to the mentoring process as a non-judgmental advisor?
• Am I accepting of the beginning teacher and the skills they bring?
• Will I promote self-reliance in the novice?• Am I able to articulate effective practices?• Do I willing provide resources and support?• Am I effective in different interpersonal contexts?• Do communicate hope and optimism in
education?
MENTOR RESPONSIBILITIES
• Serve as a professional role model• Articulate and model effective classroom practice• Foster a confidential, trusting relationship • Encourage the novice teacher in all areas• Serve as a resource for district and school policies and
procedures• Meet with the novice teacher regularly• Provide feedback after non-evaluative observations• Learn from the novice teacher• Participate in mentor training and support activities• Document time spent in the mentoring process
SCHOOL LEADER RESPONSIBILITIES
• Serve as the “first mentor” by discussing goals and needs of the novice
• Foster and support a vision and culture that empowers collaboration
• Support the novice and mentor pair with resources that support effective teaching
• Serve as a facilitator to the mentoring process• Select mentors based on experience, expertise, and
ability to relate to others needs• Provide mentors to novice teachers as soon as they
begin their assignment• Support mentoring activities• Observe and evaluate new teachers according to
district and state policy
NOVICE TEACHER RESPONSIBILITIES
• Develop the knowledge, skills and attitudes necessary to foster student learning
• Recognize there is still a LOT TO LEARN• Ask questions• Set goals• Observe the mentor and other appropriate teachers• Discuss feedback from observations and be ready to try
new strategies• Keep a journal to help you identify your needs with the
mentor• Share ideas with the mentor – they want to learn, too!• Provide payment to the mentor• Document time spent mentoring
Mentors are those people in our lives, who through their deeds and work help us to move towards fulfilling our potential.
Gordon Shea, Mentoring: A Guide to Basics
THE MENTORING PROCESS
•Directing•Explaining•Sharing•Delegating
THE MENTORING PROCESS
MENTORING STYLES
DIRECTING EXPLAINING SHARING DELEGATING
The Mentor:Leads
Provides correct answersReinforces
The Mentor: Suggests
Helps novice to link decisionsto good practice
Explains and seeks suggestionsModels goal setting and
organizationHelps novice understand “why”
Establishes trust
The Mentor:Works with the novice to analyze
data Collaborates on decisions with noviceEncourages novice to build confidence
in making judgmentsEnsures a strong relationship
The Mentor:Supports creativity
Encourages learning togetherLimits questions while affirming
novice abilitiesDefers to novice judgment
Promotes self-relianceEmpowers success
Stages of First Year Teaching: Mentors Helping Novice Teachers
Ellen Moir, New Teacher Center at USC, 1999
Aug. Nov. Jan. Apr. Jul.
Disillusionment
Anticipation
Survival
Rejuvenation
Reflection
AnticipationCommitted to making a difference; idealistic, theoretical
Realities confronted, trying to stay a day ahead
Question commitment and capability
Reenergized, confidence is building, perspectives emerge
Begin to look at successes and challenges
Building on what works, set goals for a new year
TEACHING AND THE NOVICE
Human Relations
ChildDevelopment
Planning
Classroommanagement
Knowledge anduse of
materials
Instructional Strategies
CONTENT
NEW TEACHER NEEDS
• Understanding effective planning and goal setting• Adapting plans, strategies, and techniques to the needs
of students• Working with multiple curricular requirements• Integrating curriculum• Creating and using motivational techniques to enhance
learning• Using a variety of assessment models• Knowing the students• Knowing the school, the district, the community• Interacting with parents and colleagues
COMMON PROBLEMS FACED BY NEW TEACHERS
EVALUATION OF STUDENT
WORK
PLANNING AND IMPLEMENTING
LESSONS
CLASSROOM DISCIPLINE
INSUFFICIENT MATERIALS OR
SUPPLIESMOTIVATING STUDENTS
PARENT RELATIONS
RELATIONS WITH COLLEAGUES
DEALING WITH INDIVIDUAL
DIFFERENCES
UNDERSTANDING
STUDENT PROBLEMS
A VISION OF AN EFFECTIVE TEACHER
• Create a list of 5 essential elements that you would consider as criteria for effective teaching:– What is an effective teacher thinking?– What is an effective teacher feeling?– What is an effective teacher saying?– What is an effective teacher doing?
• As a group of 5-6 determine at least 5 common criteria of the group.
THE PROFESSIONAL STANDARDS FOR
TEACHERS• Subject matter
knowledge• Human growth
and development
• Diverse learners• Instructional
planning and strategies
• Assessment• Learning
environment• Special needs• Communication• Collaboration
and partnerships
• Professional development
COMPONENTS OF A MENTORING RELATIONSHIP
• LISTENING
• CONFIDENTIALITY
• BUILDING TRUST
• COLLABORATION
COMMUNICATION• Make clear anecdotal statements• Respond with relevant information• Paraphrase or restate what is heard• Question for deeper meaning or to
encourage reflection• Use appropriate body language • Respect confidentiality
DO YOU LISTEN?• Get in pairs. • Identify yourselves as an A or a B.• A’s will talk for 90 seconds on a
topic that is of interest to them.• B will listen (do not take notes, do
not talk).• B will paraphrase what was said in
60 seconds.
BUILDING TRUST• Maintain confidentiality and objectivity• Respond respectfully• Recognize that the novice will have different
coping mechanisms• Listen CAREFULLY before responding• Recognize there might be a need for
additional support or resources• Understand differences can provide solutions• Sleep on difficult problems
COMMON MENTORING PROBLEMS
• I can’t find time to meet with my novice teacher.
• Some of my colleagues feel that my mentee is having significant problems.
• My mentee does not want to discuss “how things are going”.
REFLECTION• What strengths will
you bring to the mentoring process?
• What benefits do you believe you will receive from the mentoring process?
I long to accomplish a great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble.
Helen Keller
CONTACTS AND RESOURCES
• Victoria Duff– 609-292-0189– [email protected]
• www.nj.gov/njded/profdev/mentor/• www.njpep.org• www.nsdc.org• www.ascd.org• Mentoring New Teachers by Hal Portner• The New Teacher Book by Melissa Kelly• The First Days of School by Harry Wong
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