1 / 57

Instructional Mentoring: Skills for Teacher Leaders

Instructional Mentoring: Skills for Teacher Leaders. Division of Instruction Howard County Public Schools.

mandel
Download Presentation

Instructional Mentoring: Skills for Teacher Leaders

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Instructional Mentoring: Skills for Teacher Leaders Division of Instruction Howard County Public Schools

  2. Mentoring is the process by which individuals share their experience, knowledge, and skills with a protégé to promote their personal and professional growth. Mentoring can also facilitate change, improvement and professional growth within teaching.

  3. Outcomes Participants will… • understand the supports and resources available to support non-tenured teachers. • understand the qualities of effective teaching and how it can be supported. • enhance skills with respect to support of non-tenured teachers.

  4. Today’s agenda • Welcome and Overview • What is Induction? • Effective Teachers • Instructional Mentoring • Phases of First Year Teaching • Article Review • Trust Building • Continuum of Interaction (The three Cs) • Communication • Closure

  5. Our collaborative norms • Ensure equity of voice. • Practice active listening. • Be open to different perspectives. • Maintain confidentiality. • Take responsibility for your learning. • Monitor personal technology.

  6. Personal Goals Choice Board

  7. M-E-N-T-O-R-I-N-G • On your letter card, write a word or phrase that comes to mind when you think about mentoring that begins with that letter. • Form groups of 9 where your letters spell out the word “mentoring.” • Share your ideas with your group. M O I G N E T R N

  8. Comprehensive Teacher MentoringCOMAR 13A.07.01 Each LEA will: Establish a mentoring program as part of its Comprehensive Induction Program Identify a cadre of full-time or part-time mentors whose sole responsibilities are to support teachers during their comprehensive induction period (first three years of tenure) Establishthe maximum ratio of mentors to mentees at one mentor to 15 mentees Mentors may be assigned school-level administrative duties only on an emergency basis. A mentor may not participate in the formal evaluation of a mentee.

  9. Teacher Induction • What? • Phases of new teacher development • Period of socialization • A formal program for non-tenured teachers • Why? • Increased student achievement • Improved and accelerated teacher performance • New professional norms of collaboration, ongoing learning and accountability

  10. Effective Teachers

  11. Effective Teacher Activity • Discuss your response to the assigned prompt. • What will they be thinking? (blue) • What will they be feeling? (red) • What will they be saying? (green) • What will they be doing? (black) • Record ideas on sticky notes. • Post ideas on the Effective Teacher Poster.

  12. Gallery Walk & Stop Make connections with the VETSL (Vision of Exemplary Teaching for Student Learning) p. 3-4

  13. Effective Teachers Engage students in active learning Create intellectually ambitious tasks Use a variety of teaching strategies Assess student learning continuously and adapt teaching to student needs Create effective scaffolds and supports Provide clear standards, constant feedback, and opportunities for revising work Develop and effectively manage a collaborative classroom in which all students have membership

  14. Break

  15. Effective Mentoring • On page 5 of your packet, brainstorm a list of what you wanted or needed during your first year of teaching that would have helped in your development as a teacher. • Code each item on your list according to the domain from the Framework for Excellence in Teaching and Learning in which it belongs. Refer to the HCPSS Framework on pages 6 -8 if needed. • Interpersonal Skills (IS) • Planning and Preparation (PP) • Classroom Environment (CE) • Delivery of Instruction (DI) • Professional Responsibilities (PR)

  16. Effective Mentoring: Five Corners Activity Interpersonal Skills (IS) Professional Responsibilities (PR) Planning and Preparation (PP) Classroom Environment (CE) Delivery of Instruction (DI)

  17. Problem-solver Resource Consultant Teacher Advocate Trusted listener Facilitator Data partner Coach Collaborator Learner Teacher Mentor Roles

  18. What the Research Says • Response Group Activity • Read article

  19. What the Research Says • Response Group Activity • Answer questions • Discuss at tables • Share out

  20. Lunch Break

  21. The Importance of Building Trust

  22. Whom do you trust? • On a scale of 1-10, write down how trusting you are of the following groups of people. • Car dealers • Corporate executives • Doctors • Police Officers • Lawyers • Fire Fighters • Politicians • Teachers • Why might this be?

  23. What is trust? What builds trust? • What is trust? How do you describe it? • What builds trust? What can you do to ensure trust exists?

  24. Problem-solver Resource Consultant Teacher Advocate Trusted listener Facilitator Data partner Coach Collaborator Learner Teacher Mentor Roles

  25. Trust Scenarios • Individually respond to all three scenarios on the handout. • Choose the scenario you would like to discuss further. • Share ideas about your specific scenario within your group. Then discuss how your scenario is fundamentally different from the other two scenarios.

  26. Three Types of Trust • Deterrence-Based Trust • Knowledge-Based Trust • Identification-Based Trust • Read the article about the three types of trust. Focus on your specific type. How does the article expand your knowledge of this type of trust?

  27. Emotional Bank Account • As you think about working with a non-tenured teacher, consider how to establish trust or continue building an emotional bank account. • What kinds of deposits fill your bank account? • What builds trust with you? • How can you translate that information into your relationships with your non-tenured teachers?

  28. Building Trust • Read the scenario in your packet. • Left side: Record what the mentor did to break down trust. • Right side: Record what the mentor could have done to build trust.

  29. Building Trust • Individually, write trust building ideas on the left of the chart. • Give One, Get One Activity

  30. Reflection • Take two minutes to solidify your thoughts about trust. • Use index cards or sticky notes to write down your next steps.

  31. Break

  32. Problem-solver Resource Consultant Teacher Advocate Trusted listener Facilitator Data partner Coach Collaborator Learner Teacher Mentor Roles

  33. Continuum of Interaction Consult Coach Collaborate Information and Analysis

  34. CONSULT • Ideas come from mentor. • Information is shared. • Advice is given. • Resources are provided. • Dependency can be built if overused.

  35. COLLABORATE • Ideas come from both mentor and mentee. • Information, ideas and approaches are co-developed. • Relationship is collegial. • Conversations are held around co-planning and co-teaching. • “False collaboration” should be avoided.

  36. COACH • Ideas come from mentee. • Mentee becomes self-directed, independent learner. • Ability of mentee to self-coach is increased. • Mentee’s perceptions, perspectives, issues and concerns are surfaced. • Stance is not appropriate when mentee is not ready.

  37. Continuum of Interaction • Form 5 different groups based on the Framework domains. • In groups, on your sentence strip, write one example of each stance for your domain.

  38. What’s my stance? • Take turns drawing a slip from the envelope. • Each slip will include a situation and a stance. • Begin talking as if you were mentoring a new teacher on that situation from that stance. • Your group will try to guess the stance from which you were mentoring.

  39. Problem-solver Resource Consultant Teacher Advocate Trusted listener Facilitator Data partner Coach Collaborator Learner Effective Communication

  40. Characteristics of a Good Listener

  41. Mindful Listening • Read the characteristics. • Circle one that resonates with you. • Put a check mark next to one you want to work on. • Put a box around one that would like more information about. • Find a partner/triad and share your thoughts. • How will these characteristics impact the interaction you have with the teachers you support?

  42. Communication Skills: Instructional Mentoring Skills • Paraphrasing • Clarifying • Powerful Questions • Positive Presuppositions • Suggestions

  43. Paraphrasing • Acknowledge/Clarify • You are frustrated by… • You are excited by… • Summarize/Organize • One idea you have is…and another idea you have is… • Shift Conceptual Focus • UP: So, an outcome you want to achieve is… • DOWN: First you want to…then you want to …

  44. Clarifying Statements/Questions • Tell me more about… • Let me see if I understand… • So, you believe that… • You are saying that… • One assumption you have is… • What else can you tell me about this situation?

  45. Powerful Questions • Open-ended • Direct • Relevant • Useful to the mentee’s agenda • Expand thinking and possibilities

  46. Positive Presuppositions Positive Presupposition Negative Presupposition Do you have an objective for your lesson? Do you have any goals? Have you thought of any strategies? • What objectives have you planned for your lesson? • What goals have you set for yourself? • What strategies are you finding yield the most success?

  47. Suggestions • I really think you should…because… • Have you thought about… • Research suggests that…would work well. • Given those outcomes, it seems like the most logical step is to …

  48. Model Conversation

More Related