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Mentoring Matters: Learning-Focused Relationships. ACS New Teacher Induction: What Does it and What Can it Look Like? Spring 2008. New Teacher Center, Santa Cruz, CA. What is Induction?. Phase of Teacher Development Period of Socialization and Enculturation
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Mentoring Matters: Learning-Focused Relationships ACS New Teacher Induction: What Does it and What Can it Look Like? Spring 2008
What is Induction? • Phase of Teacher Development • Period of Socialization and Enculturation • A Formal Program for Beginning Teachers
Philosophy of Teacher Development • Teaching is a career-long developmental process. • Teaching is a continuous cycle of teaching, assessment, reflection, and reteaching. • Professional standards and a focus on student achievement guide the improvement of practice. • Teacher development occurs best in a collegial environment. • A teacher’s professional growth leads to improved student achievement.
Teachers are not “finished products” when they complete a teacher preparation program. No Dream Denied. January 2003 report of the National Commission on Teaching and America’s Future, Washington, D.C.
Formative • Helping to develop, shape, or mold. Webster’s Dictionary
How Coaching Connects to Teacher Professional Growth Coaching… • Is school-based. • Is a method of onsite staff development versus after school staff development. • Is teacher directed versus “top-down” directives. • Is a collaboration between teachers. • Is based on observation and feedback. • Is a way for teachers to seek suggestions for instructional issues that concern them. • Involves setting goals based on feedback and reflection. “Creating an Instructional Coaching Program, The Video Journal, Program One
Making the Most of The Coaching Relationship “Masterful coaches inspire people by helping them recognize the previously unseen possibilities that lay embedded in their existing circumstances. Robert Hargrave, author of Masterful Coaching
How can you make the most of coaching? • Build uninterrupted time into your schedule for coaching. • Take initiative in asking your coach to observe you in difficult situations. • Be forthcoming about your problems, doubts, and toughest issues. • Be willing to take risks with your coach in dealing with uncomfortable topics and in experimenting with uncomfortable solutions
Between coaching sessions, keep track of goals and action plans you have established with your coach. • Between coaching sessions, note issues and concerns that might be fruitful to discuss with your coach. • Be forthcoming with your coach about anything your coach is doing that is interfering with your ability to get the most out of the relationship.
Foundational Coaching Skills Giving Feedback Listening, Observing, Questioning Relationship Building Coaching Skills Bloom, Castanga, Moir, and Warren (2005)
Pre-Observation Planning Conversation Protocol: Clarify goals for student learning and context for the lesson. Tell me about this lesson and its context. How does it address content and NC Standard Course of Study goals and objectives? What has led up to this lesson? How does it meet students’ learning styles and needs? Where does it fit in the curriculum? What are your essential questions?
Determine evidence of success and student achievement. • How might you assess what students know and are able to do? • What assessment tool would give you the data you need? • In what ways are students assessing their own learning? • What informal assessments of student learning might help adjust instruction while teaching?
Explore planning, including teaching strategies and decisions made • How do the instructional strategies and resources support the goals of the lesson? • How will you differentiate instruction or expectations for the needs of all learners? • How will critical thinking skills be promoted? • How might technology be used?
Identify focus for data collection • What are you curious about? • How can I focus my observation to support your learning? (If there is opportunity for an observation.) • What data will be collected?
Post-Observation ReflectingConversation Protocol • Summarize impressions of the lesson. What went well? What did not? How did you feel about the lesson? • Recall data to support those impressions and assessments. How successful were your students? What informal and formal assessments did you make? How did you adjust your lesson? Analysis of student work – what does it show you?
Analyze the observation data. What are some patterns or trends? • Synthesize learnings, draw conclusions, set next steps. How might you follow up this lesson? What factors might you consider as you plan future lessons? How might you support your learners in moving forward in their learning?
Reflect on the coaching process and propose refinements. What feedback do you have about our work together? In what ways does this process support your professional growth? What thoughts do you have about the next time?
Ways to Say It! • Paraphrasing • Clarifying • Mediational Questions (Handouts)
Essential Question • Within a mentoring relationship, how is time and attention maximized for the most learning possible?
Maximizing Time and Attention www.schoolimprovement.com/pd360
Reflection • What does it mean to be aligned physically with muscle tension, posture, gesture; vocally with intonation, pace, word choice; and breathing with depth, duration rate?
FLEX Guidelines for Listening • Focus on the speaker without judging or formulating your response. • Listen using open body language and respond with positive intonation. • Empathize by trying to see through the other person’s eyes. • eXamine non-verbal cues and explore words for meaning and feelings.
New Teacher Center DVD: How to Use the Collaborative Assessment Log
The 3 R’s for Teachers • Emotional Intelligence – the capacity for recognizing one’s own feelings and those of others, for motivating oneself, and for managing emotions in self and relationships. EI (or EQ) describes abilities distinct from, though complementary to, the cognitive capacities measured by IQ. • Daniel Goleman
Essential Question: • How does a mentor effectively use different stances to encourage learning-focused conversations with his/her mentee? • How does internal talk (personal referencing, personal curiosity, personal certainty) deter listening and create blocks to understanding?
A Continuum of Learning-Focused Interactions/Coaching www.schoolimprovement.com/pd360
A Continuum of Learning-Focused Interactions Think-Pair-Share • Consulting • Collaborating • Coaching
Consult • From the Latin “consultare”, meaning to give or take counsel. This moves beyond simple advice giving. To offer counsel as a mentor is to provide the ‘why’, ‘what’ and ‘how’ of your thinking. • Directive. • Share information (procedural and professional practice). • Produce/offer menus of ideas. • Model a lesson in the mentees classroom.
Collaborate • From the Latin “collaborare”, meaning to work together. As a mentor, this means creating a space fro true, shared idea generation and reflection with attention to one’s own impulse control, so the protégé has room and an invitation to fully participate as an equal. • Co-plan. • Co-teach. • Brainstorm ideas!
Coach • From the French “coche”, the German “kutsche”, and the Hungarian, “kocsi”, after Kocs, a town in Hungary where fine carriages were built. A mentor as a coach is a vehicle for transporting a valued collaeague from one place to another. It is the protégé’s journey. The mentor/coach is a guide and support system. • Maintain a non-judgmental stance. • Inquire…about successes, concerns, whatever your colleague brings up. • REFLECTION!!!!!
Ticket Out the Door Dear Jennifer, What I am taking away today,… What I still hope to get,….
