So you want to be a mentor. . .?

1. So you want to be a mentor. . .? Day 2 “Mastery in this profession is the journey, not the destination.” Making Mentoring Work, Lipton & Wellman, ASCD, 2003

2. Objectives for Day 2 • To learn the elements of an effective mentoring program • To learn the importance of building trust and communicating effectively • To understand differing levels of mentor support • To understand the difference between formative and summative from the perspective of the mentor • To understand how to use the mentor materials and where to locate them

3. Agenda • Communication and Trust • Levels of Support • Formative vs Summative • Program Expectations • Program Materials

4. Case Study Analysis • Read Never Got a Chance. • Identify those behaviors that interfered with a trusting relationship. • What could the mentor have done differently?

5. Building a Trust Relationship Trust ... is the foundation upon which an effective support relationship is built.

6. Inattention to Results Five Dysfunctions of a Team Avoidance of Accountability Lack of Commitment Fear of Conflict Absence of Trust

7. Five Key Components Used to Measure Trustworthiness • Benevolence • Reliability • Competence • Honesty • Openess 2003 Northwest Regional Educational Laboratory Tschannen-Moran & Hoy (1998)

8. To build trust… Act non-judgmentally Admit mistakes Attempt to understand Behave consistently Be visible and accessible Demonstrate professional knowledge and skills Express personal interest in others Keep commitments Listen reflectively Maintain confidentially

9. http://www.youtube.com/watch?v=sfkZo9JP3GY

10. Communication 7% of communication is composed of spoken words 38% tone of voice 55 % body language Thomas Crane, The Heart of Coaching, FTA Press, 2005

11. Primary Communication Filters • Mental State • Emotional State • Current State of the Relationship Thomas Crane, The Heart of Coaching, FTA Press, 2005

12. Communication SkillsNon-verbal S- O- F- T- E- N-

13. 13

14. Levels of Support

15. Coaching IS… • A continuous growth process that assists a colleague in moving from where he or she is to where he or she wants to be • Active discussion and respectful, collegial reflection about perceptions, professional thinking, and instructional decisions • Done in supportive environment that emphasizes LEARNING rather than TEACHING • A non-judgmental process organized around three goals: • Establishing and maintaining trust • Facilitating mutual learning • Helping individuals reflect and act autonomously • Asking open-ended questions • A learned skill

16. Coaching is not… • Imposing your will on a teacher or a team • Telling the “right answer” or dictating actions to be taken • A punitive action • A formula-driven process • A fix for a problem • Passive observation

17. Mentoring Support Consulting Collaborating Coaching Information & analysis Reflection & self-direction Coachee Behaviors

18. Let’s Practice…Strategic Card Sort • Examine the support and assessment strategy cards. • Arrange the cards from most to least directive. Considering the following: ~who controls the flow of information ~under what circumstances would a new teacher best be supported by a given strategy ~to what extent does the strategy promote autonomy

19. Mentoring as a Formative Process VS Survival

20. Formative:helping to shape, develop or mold

21. Essential Characteristics Establishes professional norms of inquiry and reflection Ongoing measurement of growth over time Objective and data-based Responsive to the teacher’s developmental needs Interactive and collaborative Variety of assessment tools Teacher driven Based on teaching standards How is this different from other forms of assessment you have experienced? Formative Assessment

22. Why Formative Assessment? • Focuses the beginning teacher’s growth • Guides the work of the mentor • Establishes professional norms of inquiry into and reflection upon practice • Parallels the key role of assessment in effective instructional practices

23. Implementing a Formative Assessment System Collect and analyze baseline data, self-assess against standards Collect Data Set professional goals & develop professional growth plan Plan Implement professional growth plan; collect & analyze data Teach Assess growth and revise plan or begin new inquiry Reflect

24. Your mentoring will focus on… • 11 components for 1st year teachers • 16 components for 2nd year teachers.

25. 4 Key Elements to Successful Mentoring Program • Articulation of Best Practice • Balancing Immediate and Long-Term Needs • Approach to Teaching As Inquiry • Commitment to Collaborative Partnerships Ellen Moir, NTC, USC Santa Cruz

26. A Mentor for Every New Teacher • NOT optional • State requirement identifies specific criteria that must be met in mentoring program (§22.1-305.1) • State funding and end-of-year reporting required • NNPS Enhancing Professional Practice is approved by the state and must be followed

27. Enhancing Professional PracticeEPP • NOT optional • Provides framework for mentor program • Approved by the state • Primary components • Building Relationships • Classroom Observations • On-going Support • Reflection

28. Materials http://nnadmin.sbo.nn.k12.va.us/educatorhq/ All materials can be found online at the Educator HQ website.

29. Mentoring Conversations 3rd Point

30. Roleplay a discussion from EPP.

31. Formative assessment information is kept separate from evaluative decisions made by the administrator.fire wall

32. Mentor’s are agents of growth. The role of the mentor is to assistnot assess.

33. Professional Development Management Systemhttps://newport.schoolnet.com/ • Documents your work with new teachers • Used to validate supplement • Use to award relicensure points.

34. What questions do you have ?

35. October 8 Save the Date Oct. 20, 2009 Day 3 Training

36. M ake E very N ew T eacher O ur R esponsibility