Transcript Reflections - School Counselor

An Innovative Mentoring Program for New
School Counselors
Presented By
Dr. Janice E. Ward [email protected]
Dr. Marci Dowdy [email protected]
Kyle Heislen [email protected]
ASCA 2007; Denver, CO.
New School Counselor Mentoring
Program
In Partnership with the
Missouri Department of Elementary &
Secondary Education,
Missouri Division of Career Education, and
Missouri School Counselor Association
Our Roles In the Mentor Program
Janice Ward, Mentor Chair for the
Southeast District of the Missouri School
Counselor Association (MSCA)
Marci Dowdy, MSCA State Mentor Chair
and Mentor Chair for the Southwest
District
Kyle Heislen, Supervisor; Guidance and
Placement Division of the Missouri
Department of Elementary and Secondary
Education, and Administrator of the
Mentor Program
Beginning Reflections
One thing I, as a mentor, remember most
about my first year of school counseling is
…
One thing I, as a protégé, am concerned
about as I begin my first year of school
counseling is …
One quality of a good mentor is …
One question I have about mentoring is…
Qualities of a Good Mentor
Commits to the roles and responsibilities
of mentoring.
Accepts the beginning counselor as a
developing person and professional.
Reflects on interpersonal communications
and decisions.
Serves as an instructional coach.
Models a commitment to personal and
professional growth.
Communicates hope and optimism for
the future.
So, what’s in it for you as a …
MENTOR
Opportunity to refocus
on counseling
practices and
reflective skills
To fulfill the desire to
give back to the
profession
Opportunity for
ongoing collaboration
PROTÉGÉ
Receive the support
and encouragement of
an experienced
counselor
Opportunity for
structured reflection
of my counseling
experience on an
ongoing basis
Opportunity for
ongoing collaboration
Four Principles of the
Mentoring Process
1. Mentoring is a complex process and
function.
2. Mentoring involves support, assistance,
and guidance, but not evaluation of the
protégé.
3. Mentoring requires time and
communication.
4. Mentoring should promote self-reliance
in the protégé.
Guidelines for a
Successful Relationship
Willingness to invest time and energy.
Research shows that counselors have a
positive effect on the quality of schools,
Lapan, 2006.
Sense of confidence in your own abilities.
Belief that mentoring is a mutually
enhancing professional development
opportunity in which both partners will
achieve satisfaction from the relationship.
Working Together to Ensure
Success
Get involved in the mentoring process
Take responsibility
Be an objective observer
Ask questions and listen to each other
Chart your course
Network
Take risks
Reflect
Give back
Choose Your Level of Commitment
Level 1 – irregular contact, interaction limited to
basic information, survival strategies are the
emphasis of protégé’s learning.
Level 2 – regularly scheduled contact and
satisfies protégé’s needs for information,
discussion centers on current problems.
Level 3 – Mentor & protégé maintain regular
contact, collaboration occurs around best
practices in multiple areas of teaching.
Level 4 – Contact with each other takes priority
and has protected time. Both promote learning
and get to the level of connections between
instructional practice and student results.
Factors Leading to Low Mentor Commitment
 Lacks appreciation for the importance of the work
 Unclear about a mentor’s roles and responsibilities
 Overextended in his or her professional or personal life
 Unable to accept the protégé’ s beliefs or behaviors
 Fears rejection by the protégé
 Lack of appreciation for mentoring in the school culture
 Judges the protégé to be highly competent
 Low commitment from the protégé
Factors Leading to Low Protégé Commitment
 Strong desire to be an autonomous professional
 Fear of being judged inadequate
 Believes asking for help is a sign of incompetence
 Unable to accept the mentor’s beliefs or behaviors
 Does not want to be a burden to another professional
 Lacks appreciation for the complexity of teaching
 Judges the mentor to be uncaring
 Low commitment from the mentor
Working as a Team
Start and build the relationship –
both being active participants taking
initiative to make contact with the
other.
Establish two-way communication –
listening, looking, leveling.
MAINTAIN CONFIDENTIALITY
Get to know each other early in the
relationship.
Interactions & Reflective
Practice
Interactions vary in approach:
– Consult – provide information, technical
assistance
– Collaborate – share ideas, to problem-solve
– Coach – improve instructional decision-making
and increase reflectivity in practice
Reflective Practice (Edward DeBono):
–
–
–
–
P+ M- I*
P+ positive
M- negatives
I* interesting or intriguing ideas neither plus
or minus
The Mentor Beliefs
Inventory
The inventory you are about to take has
been designed to help you better
understand the basic beliefs you hold
about mentoring and how those beliefs
might influence your mentoring
behaviors.
Instructions
Take and self-score The Mentor Beliefs
Inventory
Time: 15 minutes
When you finish scoring the
inventory, share and discuss
scores with your partner.
Remember: There are no right
or wrong answers or good or
bad scores.
The Mentoring Beliefs Inventory
Nondirective
2.3
Collaborative
Directive
2.2
2.1
Source: Developmental Supervision by Carl Glickman, 1985.
The Mentoring Behavior
Continuum
Nondirective
Collaborative
Directive
1. Listening
4. Reflecting
8. Directing
2. Clarifying
5. Presenting
9. Standardizing
3. Encouraging
6. Problem Solving
10. Reinforcing
7. Negotiating
HIGH
Developmental Level
LOW
Source: Developmental Supervision by Carl Glickman, 1985.
When to Use Directive Behaviors
Directing
Standardizing
Reinforcing
 When the mentor has knowledge that the protégé
does not possess
 When the mentor knows what the problem is and the
protégé does not
 When the protégé's behavior is self-defeating but is
not viewed as such by the protégé
 When the protégé is consistently defensive and closed
to feedback
 In a crisis situation where the personal or professional
well-being of the protégé is at stake
When to Use Nondirective Behaviors
Listening
Clarifying
Encouraging
 When the protégé possesses more knowledge than the
mentor
 When the protégé is seriously concerned about a problem
and the mentor does not see a problem
 When the mentor judges that a protégé's proposed action
is safe
 When the beginning teacher is capable but reluctant to act
 When the mentor wants to gain insight into the protégé's
level of skill or motivation
When to Use Collaborative Behaviors
Reflecting
Presenting Problem Solving
Negotiating
 When the mentor and protégé both possess knowledge
about the topic or issue
 When the mentor understands one part of a problem
and the protégé understands another part
 When there is time for collaboration, and the mentor
senses that the protégé is ready to assume more
responsibility
 When the mentor senses that the protégé needs to feel
part of the decision-making process
Phases of the First Year
3. Anticipation
1. Anticipation
1. Survival
3. Reflection
3. Rejuvenation
2. Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Brief Overview of the
Phases of First Year Teaching
Anticipation - Looking forward to
what will be happening in the
classroom. August, September
Survival - September & October
realities set in. Facing problems they
do not have experience in addressing
them.
Disillusionment - November January is “hit-the-wall” time.
Nonstop schedule may affect health
and sense of confidence
Rejuvenation - winter break marks
a transition brining a clearer sense of
the realities January - March
Reflection - best time for reflection
is the last week or two of the year.
Take stock of the work done. March
- May
Mentors are essential in helping the
protégé look back.
Reflection is important throughout
the year. Reflecting gets better the
more it is done. Much is gained from
reflecting together.
Begin again with
Anticipation!
May - August
Developmental Levels
of Concern
A study by Fuller (1969) asked
educators to describe their
chief concerns. The study
resulted in the identification of
three developmental levels of
concern.
Take a minute now to quietly reflect on
how you would answer the following
question. Protégés can go back to your earlier
concern. Mentors think of a concern you have now.
What is your primary concern
as a counselor?
Stage 1
The Survival Stage
Stage One
Survival Stage
Matches Anticipation &
Survival Phase
Counselors in this stage are
primarily focused on . . .
Some key Survival Stage
questions are . . .
- How am I doing?
- Will I make it?
- Do others approve of
my performance?
Stage 2
The Task Stage
Stage Two
Task Stage
Disillusionment Phrase
Stage One
Survival Stage
Counselors in this stage are
primarily focused on . . .
Some key Task Stage questions
are . . .
- Is there a better way?
- How can I do all that is
expected of me?
- How can I improve this?
Time Crunchers Frequently Reported
by Beginning Counselors
After-School
Activities
Non-Guidance
Responsibilities
Tragic Issues of
Students
Faculty and Other
Meetings
Graduate School
An Overwhelming
Workload
Preparing for
parent meetings
Catching Up on
Paperwork
Maintaining the
Guidance Office
Finding Resources
Stage 3
The Impact Stage
Stage Three
Impact Stage
Rejuvenation & Reflection
Phases
Stage Two
Task Stage
Stage One
Survival Stage
Counselors in this stage are
primarily focused on . . .
Some key Impact Stage
questions are . . .
- Are students learning?
- How can I support student
achievement?
- Is my work meaningful to
students?
Stage 1: The Survival Stage
Appropriate Mentoring Behaviors
Look for opportunities to provide specific praise.
Express interest in shared ideas.
Empathize by sharing experiences.
Reflect on things that are going well, on successes
as well as on setbacks.
Participate in social as well as professional
activities.
Share your coping skills, and encourage a
balanced life that includes time for self, family,
and friends.
Stage 2: The Task Stage
Appropriate Mentoring Behaviors
Prioritize the many tasks that must be
completed.
Share lesson plans.
Share your methods of more efficiently
accomplishing common counseling and
management tasks.
Speak with or observe colleagues who
demonstrate exemplary practice.
Reflect on motives for pursuing a particular task.
Stage 3: The Impact Stage
Appropriate Mentoring Behaviors
Engage in collegial dialogue that focuses on
meeting the needs of individual learners.
Discuss complex counseling strategies.
Collaborate with or observe outstanding
counselors who model best practices.
Reflect on how students are different as a result of
your work.
The Challenges of
Mentoring
Mentoring is a complex process and
function.
Because of this complexity,
mentors frequently encounter
a variety of problems and
concerns.
Common Problems
Problem
We can’t find the time
to meet with my protégé.
Our schedules are
different, and we are
both very busy. We just
don’t seem to be able to
connect for any
meaningful length of
time.
Strategic Responses
Make appointments.
Use the phone and e-mail.
If schedules permit, eat lunch
together.
Team plan or team teach
something that will require
time together. Be creative!
Meet before or after school, if
possible.
Go to breakfast once a week.
Remember: Finding time is an expression of commitment!
Decision Points
A method to assist the
protégé and mentor in
beginning their professional
and personal relationship
Individual Mentoring Plan
Action Plan for the Mentoring Year
– Use the decision points worksheet to set
goals and actions for the year
– Consider assignments and what will help
complete those
– Include other types of things that you,
as a team, determine will be helpful for
the protégé.
– Separate the copies as indicated.
Quarter Logs
Ensures contact throughout each
quarter.
The list is for suggestions and can be
added to or modified to individualize
the work.
Submit to the district mentor chair
by the due date as indicated on each
log.
Visit
The mentor may visit the protégé or
the protégé may visit the mentor.
The visit is highly recommended to
occur in the first semester.
Submit an expenses reimbursement
form to MCCE and a visit report to
the district mentor chair when the
visit is completed.
Visit Pointers
 Prioritize concerns
 Introduce yourself to
administration
 Use positive statements and
strengths
 Examine resources
 Discuss state reports and
timelines, etc.
 Talk about balancing career and
personal lives.
 Reflect with protégé
 Report any concerns to the
regional chair.
Structured Experiences
Guide protégés through
activities required of school
counselors
Structured Experience I.1
First Semester
Professional Development Plan
Professional Development Plan
Three areas of focus for professional
growth
Realistic and personalized focus areas
Broad and attainable goals
Strategies, target and completion dates
Outcomes and reflective statements
Structured Experience I.2
First Semesters
Rationale connecting CGP to
the District’s Mission &
Philosophy
Structured Experience I.3
First Semester
Year-Long Calendar for
CGP
Structured Experience 1.4
First Semester
Guidance Activity
Structured Experiences II.1
Second Semester
Annual Comprehensive
Guidance Program Evaluation
Structured Experience II.2
Second Semester
Individual Mentoring Plan Review
Mentoring Program Evaluation
Complete the online evaluation
that will be emailed to you
individually.
Providing feedback helps
strengthen the program.
Encourage your protégé to
watch for the email and
complete the evaluation.
Key Points
Stay in touch.
Be a good listener.
Share with each other.
If there are problems, get in touch
with your district mentor chair.
Mentoring has positive effects on
both mentors and protégés.
Closing Reflections
One thing I, as a mentor, remember most
about my first year of counseling is …
One thing I, as a protégé, am concerned
about as I begin my first year of
counseling is …
One quality of a good mentor is …
One question I have about mentoring is…
Processing your . . .
Final Reflections ~
As I reflect on this
workshop, I want to
remember…
Please complete the final
reflections worksheet.
References &Resources
– Daresh, J.C. (2003). Teachers mentoring
teachers. Thousand Oaks CA: Corwin Press,
Inc.
– Johnson D.F. (2002). Being an effective
mentor. Thousand Oaks CA: Corwin Press,
Inc.
– Lipton & Wellman (2003). Mentoring Matters:
A practical guide to learning focused
relationships. Sherman CT: MiraVia, LLC.
– Rowley, J.B. (2000). High-Performance
Mentoring. Thousand Oaks CA: Corwin Press.
Inc.
– Udelhofen & Larson (2003). The mentoring
year. Thousand Oaks, CA: Corwin Press, Inc.
References and Resources Cont.
The New Counselor Notebook can be downloaded
from the Missouri Center for Career Education at:
http://missouricareereducation.org/pd/mentoring/forc
ounselor.html
The presenters would also like to thank
Suzie Cox from the Missouri Center for
Career Education for the development of
the training materials, including the
adapted powerpoint used in this
presentation.