ICS Teacher Mentor Training

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Information about ICS Teacher Mentor Training

Published on July 2, 2007

Author: english9

Source: slideshare.net

Description

teacher mentor training

MENTORING NEW TEACHERS Iroquois Central Schools 2006

GOALS • Identify qualities & roles of effective mentor teachers • Look at research on effective mentoring • Apply essential mentoring skills • Observe and practice a coaching conference • Examine data collection methods for observations • Identify strategies for confidentiality

WHO AM I TRAINING? School Years Teaching Content Area Learning Style *

Meet & Greet Introduction Share mentor story Share title of last good movie

Introduction

Share mentor story

Share title of last good movie

Learning Styles WHAT? WHY? SO WHAT? WHAT IF?

Applying Learning Styles What’s your style? Quad Activity Reflect

What’s your style?

Quad Activity

Reflect

A MENTOR IN MY LIFE *

Professional Development Plan Teacher Mentoring Program

Shared Reading Reader A: • read Role of Mentor • Make notes to share Individually: • Page 18 in PDP • Read Purpose • Write a one sentence summary Reader B: • read Qualifications of Mentor • Make notes to share Together: share notes & organize into Learning Style Questions

Reader A:

• read Role of Mentor

• Make notes to share

Why Mentor? Facilitate growth of personal & professional development of new teacher

Facilitate growth of

personal & professional development

of new teacher

What? Role of Mentor Supportive informational source Non-evaluative Aligned with NYSED regs: 2•2004

Role of Mentor

Supportive informational source

Non-evaluative

Aligned with NYSED regs: 2•2004

What? Responsibilities of Mentor Resource Promote instructional competence Share strategies for positive parent meetings Reciprocal observations Data collection Goal setting

Responsibilities of Mentor

Resource

Promote instructional competence

Share strategies for positive parent meetings

Reciprocal observations

Data collection

Goal setting

So What? Mentor Qualifications Outstanding teacher Personal interest Willing coach Provide specific feedback Maintain confidentiality

Mentor Qualifications

Outstanding teacher

Personal interest

Willing coach

Provide specific feedback

Maintain confidentiality

What if? You need guidance stop & define

You need guidance

What is a mentor? A teacher who . . . provides guidance and support ensures confidentiality effects a collegial relationship invites honesty, risk-taking & self-reflection . . . for the new teacher. *

A teacher who . . .

provides guidance and support

ensures confidentiality

effects a collegial relationship

invites honesty, risk-taking & self-reflection

. . . for the new teacher.

What is the mentor relationship? In general it should be characterized as professional, flexible, trustful, mutually educational & entailing sustained, frequent contact. NYSED, 10•2003

In general it should be characterized as

professional, flexible, trustful,

mutually educational &

entailing sustained, frequent contact.

NYSED, 10•2003

Needs of New Teachers Parents Standards Faculty Policies Curriculum Discipline Certification Requirements Report cards Open House Lesson Plans Personal Well Being Logistics School Culture Student Culture

Phases of New Teachers’ Attitudes Toward Teaching Anticipation Disillusionment Reflection Rejuvenation Survival

Anticipation

Disillusionment

Reflection

Rejuvenation

Survival

Graphing the Attitudes Pull blank graph from your folder With a friend, discuss YOUR attitudes toward teaching Individually, chart YOUR attitudes

Pull blank graph from your folder

With a friend, discuss YOUR attitudes toward teaching

Individually, chart YOUR attitudes

Phases of New Teachers’ Attitudes Toward Teaching Aug ----------------------------------------------------------------------- July Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I I I I I I I I I I v Why IP?

Why Induction & Mentoring? • The NEA projects that 250,000 new teachers will be hired each year for the next 10 years. • 40% of new teachers leave within their first 5 years; 50% in urban & rural districts leave • Some of the most talented new teachers are those who leave teaching

The Difference a Mentoring Program Makes Rochester, NY 1986 65% retention of new teachers pre- mentoring program 91% retention with mentoring program

Rochester, NY 1986

65% retention of new teachers pre- mentoring program

91% retention with mentoring program

The Difference a Mentoring Program Makes California, BTSA Program 40% retention after 5 years: new teachers not participating in BTSA 90% retention after 5 years: BTSA participants

California, BTSA Program

40% retention after 5 years: new teachers not participating in BTSA

90% retention after 5 years: BTSA participants

Purposes of an Induction Program Increase retention of promising beginning teachers Improve teaching performance *

Increase retention of promising beginning teachers

Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district

Who Benefits?

Excellent Teachers “ When instruction is accompanied by discovery, . . . then it is in sharp distinction from indoctrination, [it] always consists of activities on the part of teachers that cooperate with activities performed by the minds of students engaged in activities” Dill, 1990

“ When instruction is accompanied by discovery, . . .

then it is in sharp distinction from indoctrination,

[it] always consists of activities on the part of teachers

that cooperate with activities performed by the minds of students engaged in activities”

Dill, 1990

Excellent Teachers Do . . . Find your learning style quad Brainstorm: things excellent teachers do List on poster Post Its Post on wall Check out other posters

Find your learning style quad

Brainstorm: things excellent teachers do

List on poster Post Its

Post on wall

Check out other posters

What Excellent Teachers Do Create instructionally secure environment Consider student ability & make adjustments Use appropriate instructional feedback & assessments Reflect on their practice Focus on student learning Respect students

Danielson’s Components of Professional Practice Domain 1 : Planning and Preparation Domain 2 : The Classroom Environment Domain 3 : Instruction Domain 4: Professional Responsibilities ========================================================> Unsatisfactory Basic Proficient Distinguished

Domain 1 : Planning and Preparation

Domain 2 : The Classroom Environment

Domain 3 : Instruction

Domain 4: Professional Responsibilities

Meet Your Mentee • View the observation • What would you discuss with your mentee after observing this class?

• View the observation

• What would you discuss with your mentee after observing this class?

Window of Intentionality Understanding Don’t Know Know Can’t Do Can Do Activity Miracle Theory Magic Intentional

Mentor’s Intentionality “ By a helping relationship, I mean a relationship in which at least one of the parties has the intent promoting the growth, development, maturity, improved functioning, improved coping with life of the other” - Carl Rogers, 1958

“ By a helping relationship, I mean a relationship in which at least one of the parties has the intent promoting the growth, development, maturity, improved functioning, improved coping with life of the other”

- Carl Rogers, 1958

Moving the New Teacher To Intentionality Coaching Packet

Peer Coaching Non-evaluative process Two or more professional colleagues work together for a specific, predetermined purpose To improve, as well as validate, teaching performance *

Non-evaluative process

Two or more professional colleagues work together for a specific, predetermined purpose

To improve, as well as validate, teaching performance

Most Effective Peer Coaching Structured Observation Breaks down process of teaching for reliable identification & improvement Data Gathered Provides objective & descriptive recording of teacher behavior Provides useful feedback, not subjective evaluation

Structured Observation

Breaks down process of teaching for reliable identification & improvement

Data Gathered

Provides objective & descriptive recording of teacher behavior

Provides useful feedback, not subjective evaluation

Why Peer Coach?
 SKILL TRANSFER Dr. Bruce Joyce

A New Approach to Supervision Instructional Leadership • Technical: science of teaching • Professional: personal experience • Ethical: student directed *

Instructional Leadership

• Technical: science of teaching

• Professional: personal experience

• Ethical: student directed

Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *

“Leadership for Learning” Reader A: • read IL Approaches & Behaviors (39) • read Outcomes of Conference • Make notes to share Reader B: • read Clarifying Your Approach • read What to do with Approaches • Make notes to share Together: share notes, then look at the Application Chart in folder

What’s Your Style? Collaborative Nondirective NEED FOR STRUCTURE Directive • listening • clarifying • encouraging • reflecting • reflecting • presenting • problem solving • negotiating • directing • standardizing • reinforcing LOW HIGH Glickman, 1985

The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION *

An Effective Peer Observation Generates Data & Questions Leads to Reflection, Insight & Learning Expands Repertoire for Both Teachers

Generates Data & Questions

Leads to Reflection,

Insight & Learning

Expands Repertoire for Both Teachers

Planning Conference Planning Map Clarify goals Specify success indicators and a plan for collecting evidence Anticipate approaches, strategies, decisions, and how to monitor them Establish personal learning focus and processes for self-assessment Reflect on coaching process Tools for Conversation PAUSE PARAPHRASE PROBE PAY ATTENTION M

Planning Map

Clarify goals

Specify success indicators and a plan for collecting evidence

Anticipate approaches, strategies, decisions, and how to monitor them

Establish personal learning focus and processes for self-assessment

Reflect on coaching process

Tools for Conversation

PAUSE

PARAPHRASE

PROBE

PAY ATTENTION

Coaching in Action The Planning Conference What did you notice in this planning conference? What did the coach do that was effective? What causes you to say that?

The Planning Conference

What did you notice in this planning conference?

What did the coach do that was effective?

What causes you to say that?

The Reflecting Conversation Conversation Map Mentor : Summarize impression & recall supporting information New Teacher: Analyze causal factors Construct new learning Commit to application Reflect on conversation Coaching Tools PAUSE PARAPHRASE INQUIRE PAYATTENTION M

Conversation Map

Mentor : Summarize impression & recall supporting information

New Teacher:

Analyze causal factors

Construct new learning

Commit to application

Reflect on conversation

Coaching Tools

PAUSE

PARAPHRASE

INQUIRE

PAYATTENTION

Coaching in Action • The Reflecting Conference What did you notice in this planning conference? What did the coach do that was effective? What causes you to say that? What questions would you have asked of the new teacher?

• The Reflecting Conference

What did you notice in this planning conference?

What did the coach do that was effective?

What causes you to say that?

What questions would you have asked of the new teacher?

Gathering Data Methods of Collecting Data Purpose and Value of Data Use of Data

Methods of Collecting Data

Purpose and Value of Data

Use of Data

Revisiting Your Mentee Domain 3 : • Instruction Component 3b : • Using Questioning and Discussion Techniques Elements: • Quality of questions • Discussion techniques • Student participation

Domain 3 : • Instruction

Component 3b : • Using Questioning and

Discussion Techniques

Elements: • Quality of questions

• Discussion techniques

• Student participation

Feedback Evaluative/Judgmental Causal Perceptual Data Reflective Questions Which is more damaging? • “ Can you give me a better answer? OR • “ Your lesson was excellent!!”

Evaluative/Judgmental

Causal

Perceptual

Data

Reflective Questions

Praise “ Praise communicates a value judgment about another person or the person’s performance. It infers an unconscious entitlement to evaluate another. At some level, we often feel uncomfortable about receiving praise. Even on occasions when it might feel good to hear “You did a great job,” the praise removes any need for one to apply her own criteria to self-assessment”

“ Praise communicates a value judgment about another person or the person’s performance. It infers an unconscious entitlement to evaluate another.

At some level, we often feel uncomfortable about receiving praise. Even on occasions when it might feel good to hear “You did a great job,” the praise removes any need for one to apply her own criteria to self-assessment”

Most Valuable Point Write your MVP for coaching on the 3 x 5 card provided. Share with your friend.

Write your MVP for coaching on

the 3 x 5 card provided.

Share with your friend.

Confidentiality!!

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