1 / 15

Mentoring and Supporting Teachers

Mentoring and Supporting Teachers. Teacher Support and development Office of Teaching & Learning. The Vision for Teacher Support and Development.

marytwilliams
Download Presentation

Mentoring and Supporting Teachers

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. Mentoring and Supporting Teachers Teacher Support and development Office of Teaching & Learning

  2. The Vision for Teacher Support and Development Transform school culture and the workforce through a research-based comprehensive teacher development and induction system that values proactive, long-term development, cycles of reflection and co-investigation with outstanding teachers, and classroom based learning that meets the changing needs of all teachers.

  3. Process for Selecting a Mentor • Fair Student Funding Guidance during the FY2012 budget cycle requiring every school to develop a school based mentoring plan. • Schools selected one of the following options to provide mentoring in the school: • Full Time Mentor • Shared Mentor with 1 other School • Experienced Classroom Teacher • Staff Developer/Department Head

  4. Developing the Skills of Mentors and School Based Instructional Support Mentor

  5. Questions to Consider • How does a particular type of mentoring impact teacher practice? (Email, face-to-face, group) • What about mentoring makes it work? • How long should a match(mentor/mentee) last to be effective? • How frequently should matches meet? • Does the level of training, support or supervision of the match matter? • Does the activity type between a mentor/mentee impact implementation? • What data are we collecting for information, implementation, and effectiveness?

  6. Data for Information • Number of interactions • Mentor Position • Type of Interaction • Number of New Teachers supported by a mentor • Data for Implementation • Steps in Cycle implemented • Activity Type Implemented • Teacher perception of implementation • Data for Effectiveness • Teacher evaluation from principal • Student achievement data • Teacher Retention information Data Collection

  7. Training Effectiveness

  8. Cycles of Development

  9. Informational Data

  10. Informational Data

  11. Informational Data

  12. Implementation Data

  13. Implementation Data

  14. Effectiveness Data

  15. Teaching and Learning with a Growth Mindset “This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way – in their initial talents and aptitudes, interests, or temperaments – everyone can change and grow through application and experience.” (Carol Dweck, Mindset, 2006)

More Related