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“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

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As Teacher Mentors you have the opportunity to shape the professional lives and futures of the beginning teachers you work with.

Your work as a Mentor identifies you as a leader in your school.

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This professional learning program is an opportunity to examine the behaviours and skills of mentoring over the whole year.

It is:

ongoing, and embedded in teacher practice

informed by the best available research

collaborative, involving reflection and feedback

evidence based

focused on student outcomes

an individual AND collective responsibility

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THE DAY 1 TEACHER MENTOR TRAINING

** The Mentoring Context

**What is Mentoring?

** Building the Relationship

**Mentoring Skills

** A Beginning Teacher’s Perspective

** After Day 1 and Before Day 2

** Resources and Additional Readings

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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

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THE MENTORING CONTEXT

  • Victorian Imperative
  • effective teachers,
  • effective leaders,
  • effective schools

L.G. page 5

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THE MENTORING CONTEXT

School Culture

  • the role of the school

in supporting beginning

teachers

www.sofweb.vic.edu.au/pd/ies/index2.htm

L.G. page 5/6

L.G. page 6

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WHAT THEN IS MENTORING. .

It doesn’t mean . . .

It does involve . . .

L.G. page 11

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Mentoring is . . .

‘Shared experiences that facilitate a reciprocal process of constructing and examining knowledge’ and skills to improve teacher practice.

Thompson

L.G. page 11

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the skills to build a successful relationship

SOTHE MENTOR REQUIRES:

skills in:

# active listening

# observation

# reflective practice

# feedback

knowledge about

and respect for

each others’ stage

of development

expertise in teaching practice

L.G. page 12

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the outcome of mentoring
THE OUTCOME OF MENTORING

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

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BUILDING THE RELATIONSHIP

‘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

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to build a successful relationship it s important that the mentor is
TO BUILD A SUCCESSFUL RELATIONSHIP IT’S IMPORTANT THAT THE MENTOR IS:

**Empathic

**Able to build trust

** Respectful

** Open minded and

** Responsive

L.G. page 13

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EXPERT PAIRS

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

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MENTORING SKILLS

ACTIVE LISTENING:

How would you describe your approach to listening?

L.G. page 23

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OBSERVING:

Observation is a powerful strategy in supporting professional learning.

Collegiate Classroom Activities

Incidental opportunities

the purpose – building capacity

the observation itself

the de-brief – reflective practice

L.G. page 25

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The steps taken up the Ladder of Inference are:

I take actions

I adopt beliefs

I draw conclusions

I make assumptions

I add meanings

I select data

Observable ‘data’

L.G. page 26

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from observable data to actions
FROM OBSERVABLE DATA TO ACTIONS
  • D:\01701137\Desktop\Paul Potts.mov

What do the Judges see (the observable data)?

What are their actions based on their beliefs?

Note the feedback given!

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REFLECTIVE PRACTICE

. . . 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

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GIVING & RECEIVING CONSTRUCTIVE FEEDBACK

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

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a beginning teacher s perspective
A BEGINNING TEACHER’S PERSPECTIVE

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

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beginning teachers case stories
BEGINNING TEACHERS’ CASE STORIES

** 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.

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John - a primary school teacher

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

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advice from beginning teachers
ADVICE FROM BEGINNING TEACHERS:

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.

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advice on induction
ADVICE ON INDUCTION

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.

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PLANNING FOR INDUCTION AT SCHOOL

**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

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AFTER DAY 1 AND BEFORE DAY 2

** 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

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www.sofweb.vic.edu.au/pd/ies/mentoring_resources.htm

www.sofweb.vic.edu.au/pd/ies/resources_sdocs.htm

L.G. page 40

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BRINGING IT ALL TOGETHER

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

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Best wishes for the next phase in your professional learning and your

mentoring relationship!

We look forward to seeing you again in August/September at the Day 2 program.

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