Transcript Mentor Training Day 2 - Newport News Public Schools

So you want to be
a mentor. . .?
Day 2
“Mastery in this profession is the
journey, not the destination.”
Making Mentoring Work,
Lipton & Wellman, ASCD, 2003
Objectives for Day 2
• To learn the elements of an effective mentoring
program
• To learn the importance of building trust and
communicating effectively
• To understand differing levels of mentor support
• To understand the difference between formative
and summative from the perspective of the
mentor
• To understand how to use the mentor materials
and where to locate them
Agenda
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•
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•
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Communication and Trust
Levels of Support
Formative vs Summative
Program Expectations
Program Materials
Case Study Analysis
• Read Never Got a Chance.
• Identify those behaviors that interfered
with a trusting relationship.
• What could the mentor have done
differently?
Building a Trust Relationship
is the foundation upon which an effective
support relationship is built.
Five
Dysfunctions
of a
Team
Inattention
to
Results
Avoidance of
Accountability
Lack of
Commitment
Fear of Conflict
Absence of Trust
Five Key Components Used to Measure Trustworthiness
•
•
•
•
•
Benevolence
Reliability
Competence
Honesty
Openess
2003 Northwest Regional Educational Laboratory
Tschannen-Moran & Hoy (1998)
To build trust…
Act non-judgmentally
Admit mistakes
Attempt to understand
Behave consistently
Be visible and accessible
Demonstrate professional knowledge and skills
Express personal interest in others
Keep commitments
Listen reflectively
Maintain confidentially
http://www.youtube.com/watch?v=sfkZo9JP3GY
Communication
7% of communication is composed of
spoken words
38% tone of voice
55 % body language
Thomas Crane, The Heart of Coaching, FTA Press, 2005
Primary Communication
Filters
Mental State
•
• Emotional State
• Current State of the Relationship
Thomas Crane, The Heart of Coaching, FTA Press, 2005
Communication Skills
Non-verbal
SOF-
TEN-
13
Levels of Support
Coaching IS…
• A continuous growth process that assists a colleague in moving
from where he or she is to where he or she wants to be
• Active discussion and respectful, collegial reflection about
perceptions, professional thinking, and instructional decisions
• Done in supportive environment that emphasizes LEARNING
rather than TEACHING
• A non-judgmental process organized around three goals:
Establishing and maintaining trust
Facilitating mutual learning
Helping individuals reflect and act autonomously
• Asking open-ended questions
• A learned skill
Coaching is not…
• Imposing your will on a teacher or a team
• Telling the “right answer” or dictating
actions to be taken
• A punitive action
• A formula-driven process
• A fix for a problem
• Passive observation
Mentoring Support
Consulting
Collaborating
Coaching
Information & analysis
Reflection & self-direction
Coachee Behaviors
Let’s Practice…
Strategic Card Sort
• Examine the support and assessment
strategy cards.
• Arrange the cards from most to least
directive. Considering the following:
~who controls the flow of information
~under what circumstances would a new teacher
best be supported by a given strategy
~to what extent does the strategy promote autonomy
Mentoring as a
Formative
Process
VS
Survival
Formative:
helping to shape, develop or
mold
Formative Assessment
Essential Characteristics
• Establishes professional
norms of inquiry and
reflection
• Ongoing measurement of
growth over time
• Objective and data-based
• Responsive to the teacher’s
developmental needs
• Interactive and collaborative
• Variety of assessment tools
• Teacher driven
• Based on teaching
standards
How is this different from
other forms of assessment
you have experienced?
Why Formative Assessment?
• Focuses the beginning teacher’s growth
• Guides the work of the mentor
• Establishes professional norms of inquiry
into and reflection upon practice
• Parallels the key role of assessment in
effective instructional practices
Implementing a Formative Assessment
System
Collect and analyze
baseline data, selfassess against
standards
Collect Data
Set professional
goals & develop
professional
growth plan
Implement
professional growth
plan; collect &
analyze data
Plan
Teach
Assess growth and
revise plan or begin
new inquiry
Reflect
Your mentoring will focus
on…
•11 components for 1st year
teachers
•16 components for 2nd
year teachers.
4 Key Elements to Successful
Mentoring Program
• Articulation of Best Practice
• Balancing Immediate and Long-Term
Needs
• Approach to Teaching As Inquiry
• Commitment to Collaborative Partnerships
Ellen Moir, NTC, USC Santa Cruz
A Mentor for Every New
Teacher
• NOT optional
• State requirement identifies specific
criteria that must be met in mentoring
program (§22.1-305.1)
• State funding and end-of-year reporting
required
• NNPS Enhancing Professional Practice is
approved by the state and must be
followed
Enhancing Professional Practice
EPP
•
•
•
•
NOT optional
Provides framework for mentor program
Approved by the state
Primary components
– Building Relationships
– Classroom Observations
– On-going Support
– Reflection
Materials
http://nnadmin.sbo.nn.k12.va.us/educatorhq/
All materials can be
found online at the
Educator HQ
website.
Mentoring Conversations
3rd
Point
Roleplay a discussion from
EPP.
Formative assessment information is
kept separate from evaluative decisions
made by the administrator.
fire wall
Mentor’s are agents of growth.
The role of the mentor is to assist
not assess.
Professional Development
Management System
https://newport.schoolnet.com/
• Documents your work with new teachers
• Used to validate supplement
• Use to award relicensure points.
What questions do you have ?
Save the Date
October 8
Oct. 20, 2009
Day 3 Training
M ake
E very
N ew
T eacher
O ur
R esponsibility