Mentoring New Teachers in Improving Classroom Management

1. Mentoring New Teachers in Improving Classroom Management Establishing the Learning Environment February 26, 2013 Matt Katz, Stacy Sniegowski

2. “Effective teaching and learning cannot take place in a poorly managed classroom.” -Robert Marzano

3. Give One, Get One CONNECTOR • Write threesuccesses you’ve had in mentoring for classroom management on page 1 • Stand up and exchange one success with someone from a different table • Continue to exchange until time is up • Be prepared to share

4. Outcomes By the End of this session, you WILL BE ABLE TO: • Apply a strategic framework for teaching • Plan for a narrow focus • Address mentoring for mindsets

5. Agenda • Connector • Welcome and Overview • Apply a Framework – Here’s What, So What, Now What? • Narrow Focus – Partner Brainstorm • Mentoring for Mindsets – Problem Posed, Problem Solved • Closure

6. SECTION ONE Apply a Framework

7. Apply a Framework A framework supports conversations among mentors and new teachers • Offers common language • Objective • Connects mentoring to teacher growth

8. Apply a Framework: Table Talk • What points resonate with you? • What questions do you have? • What concerns do you have around applying a framework? • Be prepared to share

9. Apply a Framework: Chicago ACTION STEPS • Deep dive into the components • Integrated language into mentoring conversations • Collected and shared strategies

10. Apply a Framework • With an elbow partner, or your team table, complete the chart on page 3

11. SECTION two Narrow Focus

12. Narrow Focus BY KEEPING A NARROW FOCUS, MENTORS CAN PROMOTE FOLLOW-THROUGH OF CONCRETE CLASSROOM CHANGES • Prevents overwhelming • Supports purposeful action plans • Provides foundation for instruction

13. Narrow Focus: Table Talk • What points resonate with you? • What questions do you have? • What concerns do you have around selecting a narrow focus? • Be prepared to share

14. Narrow Focus: Chicago ACTION STEPS • Limited choices • Gave ownership of learning • Prioritized and implemented concrete strategies

15. Narrow Focus: Chicago Mentor modules • Provided specific strategies • Promoted independent practice • Contributed to teacher accountability

16. Narrow Focus: Applying the Idea Narrow Focus • Turn to page 5 • What are the challenges your new teacher has? • What are two ways that you might narrow the focus? • What are your next steps as a mentor?

17. SECTION Three Mentoring for Mindsets

18. Mentoring for Mindsets When beliefs, not skills, are in the way of teacher growth, mentoring for mindsets supports teacher practice • Challenges assumptions • Builds reflective teaching practice • Opens the door

19. Mentoring for Mindsets Problem posed, Problem Solved • Turn to page 7 • Person A shares a mindset challenge (1 min) • Persons B and C discuss questions to unpack (2 min) • Repeat with Persons B and C sharing a mindset challenge (6 min)

20. Reflection 3-2-1 Protocol • 3ideas I will take away from this session • 2next steps I can take to implement new ideas • 1 conversation I cannot wait to have

21. Thank you For More Information Matt Katz Stacy Sniegowski mkatz@newteachercenter.org ssniegowski@newteachercenter.org www.newteachercenter.org