Welcome to the 2008 Day 1 Teacher Mentor Support!.
“What teachers know, do, expect and value has a significant influence on the nature, extent and rate of student learning. The powerful phrase ‘teachers make the difference’ captures the key role that professional educators play in shaping the lives and futures of their students.”
National Statement from the Teaching Profession on Teacher Standards, Quality and Professionalism, May 2003
Your work as a Mentor identifies you as a leader in your school.
ongoing, and embedded in teacher practice
informed by the best available research
collaborative, involving reflection and feedback
focused on student outcomes
an individual AND collective responsibility
** The Mentoring Context
**What is Mentoring?
** Building the Relationship
** A Beginning Teacher’s Perspective
** After Day 1 and Before Day 2
** Resources and Additional Readings
a professional learning support over the mentoring year with all resources together
THE LEARNING GUIDE
extra pages can be down loaded
shaded Practice Point boxes – use as tools to inform your mentoring
an activity or reading to follow up
Day 2 materials to be added in August/September
L.G. page 5
in supporting beginning
L.G. page 5/6
L.G. page 6
It doesn’t mean . . .
It does involve . . .
L.G. page 11
‘Shared experiences that facilitate a reciprocal process of constructing and examining knowledge’ and skills to improve teacher practice.
L.G. page 11
SOTHE MENTOR REQUIRES:
# active listening
# reflective practice
and respect for
each others’ stage
expertise in teaching practice
L.G. page 12
to prepare ‘teachers to become effective change agents who are committed to making a difference in the lives of young people and are skilled at the pedagogical and partnership developments that make success with students possible’
to ‘build strong professional cultures of teaching in our schools, dedicated to improving teaching, learning and caring’
(Hargreaves & Fullan )
L.G. Section 8
‘the learning environment is supportive and productive’PoLT Principle #1. . .
It is paramount we establish and nurture the same sort of relationships we strive to build with our students within the staffroom, to support and encourage teacher professional learning.
L.G. page 13
**Able to build trust
** Open minded and
L.G. page 13
Share the key points in developing a personal and professional relationship between a mentor and a mentoree.
WHAT will you be doing to build a relationship with your mentoree?
PLANone thingto say, to do, to remember.
L.G. page 14
How would you describe your approach to listening?
L.G. page 23
Observation is a powerful strategy in supporting professional learning.
Collegiate Classroom Activities
the purpose – building capacity
the observation itself
the de-brief – reflective practice
L.G. page 25
I take actions
I adopt beliefs
I draw conclusions
I make assumptions
I add meanings
I select data
L.G. page 26
What do the Judges see (the observable data)?
What are their actions based on their beliefs?
Note the feedback given!
. . . don’t step in too fast; stand back.
As a mentor you are facilitating learning, not taking over. Reflective practice can be risk taking. . .
Reflective conversations are rich in OPENENDED QUESTIONS that:
expose assumptions build trust
promote thinking consider alternatives
L.G. page 27
Remember. . . . .
clarify the purpose,
describe the observed behaviour,
use open ended questions
There may be a need for a solution but
it may also be an opportunity for a reflective conversation with improvementin mind but not a specific solution
L.G. page 28
As you listen record some of the following:
The value of the mentorThe Issues
The relationshipKey Ingredients
Strategies to build practiceOther good ideas
** What resonated with you most ?
** Did any of the comments surprise you?
** What advice do you intend to take back to school and share?
L.G. page 32 / 33
** Beginning Teachers who spoke at last year’s Day 1 program are happy to share their experiences with you through the Learning Guide in Section 8.
** These can add an extra dimension to your own mentoring experience and to today’s presentation.
As beginning teachers …we feel like we are learning to walk and we can see experienced teachers doing summersaults!
Jill - a secondary school teacher
The campus Principal sat in a class to peer assess me…The effect it had on the class (students) sent out a message that – “yeah we all work …as a team…we’re really serious about our teaching and your learning”.
L.G. page 37 & Section 8
Mentors should be trained and have a good understanding of what induction is …
Begin the year with a dedicated session on the role of the mentor and mentoree and the purpose of the mentoring relationship…
Provide beginning teachers with a choice in mentor.
Make sure there are formal meeting times timetabled
The focus of the mentoring relationship should be in response to the mentoree’s needs…
Provide opportunities to team-teach, shadow and observe, learn from and with others. The opportunity to reflect is invaluable.
Broaden the scope of support to include all teachers.
Orientation of basic processes, rules and procedures is critical
Roles and responsibilities need to be clarified from the outset What is expected of the beginning teacher? Who is responsible for induction and what is it - CAREFUL OF OVERLOADING.
The pre-commencement phase (becoming familiar with curriculum, the students, staff, the classroom, school structures/processes, the physical space) makes all the difference.
Ensure formal mentor arrangements and team teaching opportunities. Time for reflective conversations is vital.
Provide access to professional learning opportunities.
**What does effective induction and mentoring look like?
**What are the specific skills and behaviours of mentoring?
**What support is needed for the beginning teacher and the mentor?
A conversation with the Principal and Leadership team will enable common understandings and plans to be made for the year ahead.
L.G. page 38
** make a time to talk to your Principal and leadership team
** interview your mentoree
** consider using your work as a mentor as an aspect of your Performance Plan
** use your Learning Guide as a tool
** keep a journal of your mentoring to bring to Day 2
** visit the website
L.G. page 38 & 39
L.G. page 40
Mentoring is a powerful professional learning strategy that can support teachers to examine and build on their repertoire of skills and practice.
THANK YOU FOR MAKING THIS COMMITMENT
YOUR WORK AS A MENTOR IS SIGNIFICANT AND VALUED
We look forward to seeing you again in August/September at the Day 2 program.