Why Mentoring
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Why Mentoring

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2. Why Mentoring?. . Retaining quality teachersImproving beginning teachers\' skills and performanceSupporting teacher morale, communications and collegialityBuilding a sense of professionalism, positive attitudeFacilitating a seamless transition into the first year of teachingPutting theory into practicePreventing teacher isolationBuilding self-reflectionGuidelines for Mentoring Teacher Programs for Beginning and Experienced TeachersVirginia Department of Education.
Why Mentoring

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1. Virginia Department of Education MENTOR TRAINING This PowerPoint can be used with the video presentation. The Virginia Department of Education would like to acknowledge the contributions of the following, who helped make this training resource possible. Dr. Eric L. Cunningham, Director of Human Resources, Spotsylvania County Schools Dr. Terry Dozier, Director of the Center for Teacher Leadership, Virginia Commonwealth University School of Education Denise D. Hunt, Recruitment and Licensure Specialist, Culpeper County Schools Tina Lane, Specialist, Office of Staff Development and Training, Fairfax County Public Schools Rebecca Waters, Coordinator, VCCS Career Switcher Program Pam Wright, Curriculum and Instruction Facilitator, Southside VA ?No Child Left Behind? Office This PowerPoint can be used with the video presentation. The Virginia Department of Education would like to acknowledge the contributions of the following, who helped make this training resource possible. Dr. Eric L. Cunningham, Director of Human Resources, Spotsylvania County Schools Dr. Terry Dozier, Director of the Center for Teacher Leadership, Virginia Commonwealth University School of Education Denise D. Hunt, Recruitment and Licensure Specialist, Culpeper County Schools Tina Lane, Specialist, Office of Staff Development and Training, Fairfax County Public Schools Rebecca Waters, Coordinator, VCCS Career Switcher Program Pam Wright, Curriculum and Instruction Facilitator, Southside VA ?No Child Left Behind? Office

2. 2 Why Mentoring? Retaining quality teachers Improving beginning teachers? skills and performance Supporting teacher morale, communications and collegiality Building a sense of professionalism, positive attitude Facilitating a seamless transition into the first year of teaching Putting theory into practice Preventing teacher isolation Building self-reflection Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers Virginia Department of Education

3. 3 Teacher Retention Statistics 17% of teachers leave after one year 30% of teachers leave after two years 40% leave after three years Nearly half leave after five years Mentoring Beginning Teachers: Guiding, Reflecting, Coaching Boreen, Johnson, Niday and Potts (2000) Why Mentoring?

4. 4 Why Mentoring? Cost Impact The cost of replacing a teacher is 25-35% of the annual salary and benefit costs. It costs $11,000 every time a teacher leaves the profession. Center of Best Practices of the National Governors Association

5. 5 Understanding the Needs of the Beginning Teacher Work in table groups. Get chart paper and markers. Draw a picture of what a first-year teacher looks like.

6. 6 Most Commonly Reported Problems Facing Beginning Teachers Classroom discipline Motivating students Dealing with individual differences Parent relations Planning class work Evaluating student work Insufficient materials and supplies Students? personal problems Relations with colleagues Veenman, 1986

7. 7 Ellen Moir, UC Santa Cruz, 1990 ANTICIPATION (During the first few days/weeks) - Tremendous commitment; idealistic view; may be elated but at the same time terrified SURVIVAL (Usually within the first month) - Overwhelmed; exaggerated ?reality?; exhausted DISILLUSIONMENT (After six to eight weeks) - Distressed; disenchantment; full of self-doubt and may be physically ill; question professional commitment REJUVENATION (After winter break) ? Slow rise in attitude; acceptance of ?realities?; renewed sense of accomplishment REFLECTION (Near end of year) ? Invigorating; emerging vision; new phase of more realistic anticipation ANTICIPATION (During the first few days/weeks) - Tremendous commitment; idealistic view; may be elated but at the same time terrified SURVIVAL (Usually within the first month) - Overwhelmed; exaggerated ?reality?; exhausted DISILLUSIONMENT (After six to eight weeks) - Distressed; disenchantment; full of self-doubt and may be physically ill; question professional commitment REJUVENATION (After winter break) ? Slow rise in attitude; acceptance of ?realities?; renewed sense of accomplishment REFLECTION (Near end of year) ? Invigorating; emerging vision; new phase of more realistic anticipation

8. 8 Roles of a Mentor Resource Problem Solver Advocate Facilitator Coach Collaborator Learner Assessor Trusted Listener Teacher Find the role assigned for your table. Generate a list of specific activities a mentor might do in that role. Write one activity per Post-It Note. Assign one mentor role for each of the table groups in the room. Give each table group a set of Post-It Notes. Ask that members write one activity per Post-It. Discuss your contributions with the table group.Assign one mentor role for each of the table groups in the room. Give each table group a set of Post-It Notes. Ask that members write one activity per Post-It. Discuss your contributions with the table group.

9. 9 Roles & Phases 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. Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation This activity will work best if you will put your timeline of 4-6 pieces of chart paper, taped together horizontally. Be sure to draw you line and affix the months of the year and the phases prior to the beginning of the activity. Place the timeline on the wall. Affix the months and phases in the appropriate places. Ask table groups to attach their Post-It Notes with activities at the appropriate point on the time line. After all activities have been attached ask the table group to debrief with each other and to appoint someone to report out to the group.This activity will work best if you will put your timeline of 4-6 pieces of chart paper, taped together horizontally. Be sure to draw you line and affix the months of the year and the phases prior to the beginning of the activity. Place the timeline on the wall. Affix the months and phases in the appropriate places. Ask table groups to attach their Post-It Notes with activities at the appropriate point on the time line. After all activities have been attached ask the table group to debrief with each other and to appoint someone to report out to the group.

10. 10 Characteristics of an Effective Mentor ?Think/Pair/Share? 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, USDOE

11. 11 Building a Trusting Relationship Silent Share Begin a ?silent share? by having one person jot down one of the characteristics of this trusting relationship. Continue recording ?round robin.? You may pass at any time. Appoint someone to be prepared to share with the rest of the participants & post your chart. Silently scan the charts and identify similarities. Invite participants to relax and to close their eyes. (If some participants are uncomfortable closing their eyes, they may decide to focus on one spot in the room.) Ask them to think about a person who has been a support to them, perhaps a mentor, a colleague, or someone else in their professional context -- someone with whom they have had a trusting relationship. Ask them to visualize that person coming in the door of their classroom or office, to see the person?s face, to hear his/her voice, to note body language and gestures. Ask them to invite the person to come in, to hear the language, to note their feelings, their own body language, the sound of their own voice while in that person?s company. Ask what they talked about and how they felt during the conversation. Bring the visualization to a close by asking the participants to bring the conversation to an end and to watch the support person move toward the door and say goodbye. Quietly bring participants back to the present and explain that the next activity is to be completed in silence. After the visualization, ask participants to quietly pick up one of the felt markers on the table and begin a ?silent share.? Taking turns they are to jot down on the blank chart paper any behaviors, attitudes, phrases, or language that characterized this trusting relationship. The recording proceeds ?round robin? fashion with only one person recording at a time. Ask participants to quietly look at what others at their table have written and record something new. They should not repeat things that have already been listed. Anybody may pass at any time. The activity continues until the trainer calls time. Group share: Ask someone at each table to stand up and show his/her table?s chart to the rest of the participants. Ask participants to silently scan the charts and identify similarities. Close by having participants verbally share the similarities across the charts. Suggest that most of us generally have a good understanding of the attitudes and behaviors that contribute to a trusting relationship.Invite participants to relax and to close their eyes. (If some participants are uncomfortable closing their eyes, they may decide to focus on one spot in the room.) Ask them to think about a person who has been a support to them, perhaps a mentor, a colleague, or someone else in their professional context -- someone with whom they have had a trusting relationship. Ask them to visualize that person coming in the door of their classroom or office, to see the person?s face, to hear his/her voice, to note body language and gestures. Ask them to invite the person to come in, to hear the language, to note their feelings, their own body language, the sound of their own voice while in that person?s company. Ask what they talked about and how they felt during the conversation. Bring the visualization to a close by asking the participants to bring the conversation to an end and to watch the support person move toward the door and say goodbye. Quietly bring participants back to the present and explain that the next activity is to be completed in silence. After the visualization, ask participants to quietly pick up one of the felt markers on the table and begin a ?silent share.? Taking turns they are to jot down on the blank chart paper any behaviors, attitudes, phrases, or language that characterized this trusting relationship. The recording proceeds ?round robin? fashion with only one person recording at a time. Ask participants to quietly look at what others at their table have written and record something new. They should not repeat things that have already been listed. Anybody may pass at any time. The activity continues until the trainer calls time. Group share: Ask someone at each table to stand up and show his/her table?s chart to the rest of the participants. Ask participants to silently scan the charts and identify similarities. Close by having participants verbally share the similarities across the charts. Suggest that most of us generally have a good understanding of the attitudes and behaviors that contribute to a trusting relationship.

12. 12 Give One ? Get One Jot down 3 strategies you will/can use to develop a trusting relationship with your mentee. Get up and find someone at another table. GIVE ONE idea from your list to your partner. GET ONE IDEA FROM YOUR PARTNER. If your list and your partner?s list are identical, you must brainstorm together an idea that can be added to both of your lists. Note: Exchange no more than one strategy with any given partner. Give one - Get one Chart ?Directions: 1.?Provide participants with a ?Give One-Get One? chart that is three columns wide and four rows deep and ask them to fill in three boxes with examples of what they will or can do to develop a trusting relationship with their mentees. 2. Ask for an example from the group and fill in the box on the overhead. For example, ?I will call my mentee before school starts and set up a time to meet (perhaps over a cup of coffee) just to get to know him/her.? 3.?Ask candidates to get up and find other ideas from colleagues around the room. They should talk with people they do not know. Give one of their ideas to that person and get one from him/her. If they have the same ideas on their form, they should brainstorm another way to build a trusting relationship. The trainer should model how this should be done to avoid confusion when people get up. 4.?Remind participants that they should move quickly from one person to another. The goal is not to thoroughly discuss each idea, but to generate as many ideas as possible. 5.?The trainer may want to give a prize for the first five people to complete all 12 boxes. Keeping in mind time limitations, ask group to share out the most interesting ideas they received for specific things they can do to develop a trusting relationship. ?Directions: 1.?Provide participants with a ?Give One-Get One? chart that is three columns wide and four rows deep and ask them to fill in three boxes with examples of what they will or can do to develop a trusting relationship with their mentees. 2. Ask for an example from the group and fill in the box on the overhead. For example, ?I will call my mentee before school starts and set up a time to meet (perhaps over a cup of coffee) just to get to know him/her.? 3.?Ask candidates to get up and find other ideas from colleagues around the room. They should talk with people they do not know. Give one of their ideas to that person and get one from him/her. If they have the same ideas on their form, they should brainstorm another way to build a trusting relationship. The trainer should model how this should be done to avoid confusion when people get up. 4.?Remind participants that they should move quickly from one person to another. The goal is not to thoroughly discuss each idea, but to generate as many ideas as possible. 5.?The trainer may want to give a prize for the first five people to complete all 12 boxes. Keeping in mind time limitations, ask group to share out the most interesting ideas they received for specific things they can do to develop a trusting relationship.

13. 13 Evidence vs. Opinion In your table groups, use a T-Chart to compare evidence and opinion. Develop a definition of ?evidence.? Be prepared to report out to the whole group. T-Chart Provide participants with a copy with a sheet of chart paper on which they can draw their own ?Evidence vs. Opinion T-Chart?.Provide participants with a copy with a sheet of chart paper on which they can draw their own ?Evidence vs. Opinion T-Chart?.

14. 14 Main Entry: ev?i?dence Function: noun a: an outward sign: INDICATION; b:something that furnishes proof : TESTIMONY http://www.m-w.com/dictionary/evidence Based on truth Material items or assertions of fact Free from opinion and prejudice

15. 15 Language of Support Paraphrasing Letting the teacher know that you hear, understand, and care Clarifying Letting the teacher know that you hear, but you?re not sure of what you heard In other words ? What I?m hearing ? From what I hear you say ? I?m hearing many things ? As I listen to you, I?m hearing ? So, you think ? It sounds like you want ? Let me see if I understand ? To what extent ?? I?m curious to know more about ? I?m interested in ? Tell me how that idea is like (or different from) ? So, are you suggesting ??

16. 16 Language of Support Mediating Allowing the teacher to reflect or raise awareness Imagining Helping the teacher to think about alternatives. What?s another way you might ...? What criteria do you use ?? What would it look like if ?? When have you done it like this before ?? What might you see happening if ?? How was ? different from ?? How do you determine ?? It?s sometimes useful to ? A couple of things you need to keep in mind ? Something you might try considering is ? To what extend might ? work in your situation? There are a number of approaches ? What do you imagine might ??

17. 17 The 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 she hopes to one day be a high school history teacher. She is teaching in a new middle school, recently opened by a large 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. . . . Prepare at least three case studies. Give a set of case studies to each participant. Allow time for participants to individually read the observation data. Ask for a volunteer to be the beginning teacher and trainer. Role play mentor-beginning teacher post-observation conference. Have table groups debrief regarding their interpretation of the data and post-observation conference. Report out for 3-5 minutes as a large group, answering any questions the participants may have about data interpretation. Prepare at least three case studies. Give a set of case studies to each participant. Allow time for participants to individually read the observation data. Ask for a volunteer to be the beginning teacher and trainer. Role play mentor-beginning teacher post-observation conference. Have table groups debrief regarding their interpretation of the data and post-observation conference. Report out for 3-5 minutes as a large group, answering any questions the participants may have about data interpretation.

18. 18 3-2-1 Summarizer Think about your learning today and write ? 3 things that really interested you 2 things you might like to know more about 1 idea or thing you will use with your beginning teachers and why

19. 19 We are grateful to the committee members who designed this mentor training model: Dr. Eric Cunningham, Director of Human Resources, Spotsylvania County Schools Dr. Terry Dozier, Director of the Center for Teacher Leadership, Virginia Commonwealth University School of Education Denise D. Hunt, Recruitment and Licensure Specialist, Culpepper County Schools Tina Lane, Specialist, Fairfax County Public Schools Rebecca Waters, Coordinator, VCCS Career Switcher Program Pam Wright, Curriculum and Instruction Facilitator, Southside VA ?No Child Left Behind? Office Thank you!


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