Virginia Department of Education. MENTOR TRAINING. Why Mentoring?. Retaining quality teachers Improving beginning teachers’ skills and performance Supporting teacher morale, communications and collegiality Building a sense of professionalism, positive attitude
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Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers
Virginia Department of Education
Teacher Retention Statistics
Mentoring Beginning Teachers: Guiding, Reflecting, Coaching
Boreen, Johnson, Niday and Potts (2000)
Center of Best Practices of the National Governors Association
Attitudes Towards Teaching
Ellen Moir, UC Santa Cruz, 1990
Using your Post-It Notes, place each Post-It Note on the beginning teacher phase where you feel it would most benefit the beginning teacher.
Think about someone who has been a mentor in your life.
Jot down what that person was like.
What characteristics made them an effective mentor?
Share with an “elbow partner.”
“The message mentors provide is twofold: You are worth my time and effort because you are a valuable human being. And I can offer you – by my word or deed, or by the example of my life – ways to expand your horizons and to increase the likelihood that you will achieve success.”
One on One: A Guide for Establishing
Mentor Programs, USDOECharacteristics of an Effective Mentor
Give one - Get one Chart
Note: Exchange no more than one strategy with any given partner.
Main Entry: ev·i·denceFunction: nouna: an outward sign: INDICATION;
b:something that furnishes proof : TESTIMONY
Letting the teacher know that you hear, understand, and care
Letting the teacher know that you hear, but you’re not sure of what you heardLanguage of Support
Allowing the teacher to reflect
or raise awareness
Helping the teacher to think
about alternatives.Language of Support
Selective ScriptingThe Coaching Cycle:Putting It All Together
Read Case Study #1.
Individually analyze the observation data and, as a table group, generate questions you might ask the beginning teacher in the post observation conference.
Tomaree is a first-year teacher who completed a fifth-year teacher preparation program. Her background is in secondary social studies education, and shehopes to one day be a high school history teacher. She is teaching in a new middle school, recently opened by alarge suburban school district that serves students from a wide range of socio-economic backgrounds. At the time of this observation,Tomaree has been teaching for approximately three weeks, and this is her first formal observation by her mentor. Her classes meet for 90-minute blocks. . . .
Think about your learning today and write …
We are grateful to the committee members
who designed this mentor training model: