Transcript Prairie View A&M University Alternative Teacher

Prairie View A&M University
Alternative Teacher Certification Program
Mentor Training
Workshop
Tuesday, September 14, 2004
Compiled and Presented by
Tuesday, September 21, 2004
Doris Barnes Green, M.Ed.
5:30 p.m. – 8:30 p.m.
New Science Building, Room A103
Clinical Professor
PVAMU Alternative Teacher Certification Program, September 2004
Warm-Up Activity
Part I
 Without talking, line up according to the most years of teaching experience to
the least years of teaching experience.
 Next, form base groups of five (5) people based on Years of Service.
Part II
 In your base groups, write down the following on the paper provided:
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Something that people generally do not know about you.
Something about your family life.
Something about your professional life.
Something that you do to relax.
 Now turn to your neighbor and share.
 Your neighbor will then introduce you to the whole group.
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ATCP Staff
Dr. William H. Parker
ATCP University
Supervisors
Mrs. Carolyn Brown
Mrs. Joyce Christopher
Mrs. Minnie Cyrus
Mrs. Katie Johnson
Mrs. Clementene Mathis
Mrs. Johnnie Walker
ATCP Director
Mrs. Irma Kendrick
ATCP Coordinator
Program Assistants
Mrs. Edna Butler
Mrs. Janet Doyle
ATCP Instructors
Dr. Alma Allen, Adjunct Professor
Ms. Doris Barnes Green, Clinical Professor
Mrs. Helen Boyer (e-mentor)
Mrs. Christine Wyatt (e-mentor)
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AGENDA
 Welcome / Ice Breaker
 Agenda / Training Objectives
 Ground Rules / Parking Lot
 For Mentors Only . .
 Reasons for Mentoring
 Stages of Mentoring
 Qualities of a Good Mentor
 Effective Mentoring Qualities
 Mentor Tasks
 New Teacher Needs and
Expectations
 Keys to Good Communication,
Coaching and Conferencing
 ATCP Expectations & Forms
 E-Mentoring
.
 Mentor Commitment Form
 Reflections / Questions
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Training Objectives
 Identify reasons for mentoring
 Identify characteristics of effective mentors
 Identify needs of new (intern) teachers
 Overview ATCP documentation forms
 Identify mentor roles and responsibilities
 Introduce specific mentoring skills
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Participate Actively
Share Your Experiences
Be Respectful of Others Opinions
Ask Questions
Have Lots of Fun!
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The Parking Lot
Park your Special Questions on
“The Parking Lot”
for review after a break,
or at the end of this
training session.
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Brainstorm Activity
In pairs, create a list of descriptors for the
Following categories:
• Reasons for Mentoring New Teachers
• Qualities of a Mentor
Be ready to share your descriptors with the whole group.
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Reasons . . .
For Mentoring New Teachers
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To alleviate anxiety of novice teachers
To address the needs of beginning teachers
To share talents and expertise
To improve retention in the educational arena
To assist in the development self-reflective
practitioners
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Qualities . . .
Of A Mentor
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Patience
Approachability
Integrity
Ability to listen
Sincerity
Willingness to spend
time
• Enthusiasm
• Teaching competence
• Trustworthiness
• Receptivity
• Willingness to work
hard
• Positive outlook
• Confidence
• Commitment to the
profession
• Openness
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Group Activity
NEW TEACHER NEEDS:
• As a group, state your top 10
needs of a New Teacher
• Share and note commonalities
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Nine Problems Commonly
Noted by New Teachers
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Relations with colleagues
Students’ personal problems
Insufficient materials & supplies
Evaluating student work
Planning class work
Parent relations
Dealing with individual differences
Motivating students
CLASSROOM DISCIPLINE
(Simon Veenman, 1984)
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Today’s High Priority
Needs of New Teachers
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Managing the classroom
Acquiring information about the school system
Obtaining instructional resources and materials
Planning, organizing and maintaining instruction, as
well as other professional responsibilities
• Assessing students and evaluating progress
• Motivating students
• Using effective teaching methods
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High Priority Needs of
New Teachers
CONTINUED…
• Dealing with individual student needs, interests,
abilities, and problems
• Communicating with colleagues, including
administrators, supervisors, and other teachers
• Communicating with parents
• Adjusting to the teaching environment and role
• Receiving emotional support
(Gordon & Maxey, 2000)
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Brainstorm . . .
Tasks that a Mentor would perform with a New Teacher:
Chart the tasks by months.
Aug/Sept
Oct/Nov
Dec/Jan
Feb/Mar
Apr/May
TASKS
• Be ready to share your thoughts with the whole group.
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Phases of Beginning
Teachers
ANTICIPATION
SURVIVAL
DISILLUSIONMENT
REJUVENATION
REFLECTION
ANTICIPATION
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The Phases of a First Year Teacher’s
Attitude Toward Teaching
100
Anticipation
80
Anticipation
60
Reflection
Survival
Rejuvenation
40
Line 9
Disillusionment
20
0
Aug
Oct
Dec
Feb
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June
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State Expectations for
All Teachers
Effective Teachers:
 Know and can teach the curriculum
 Can collaborate with other teachers
 Create a positive learning environment
 Use proven instructional practices and materials
 Increase the effective use of instructional time
 Can monitor the progress of every student
 Have plans that ensure that all students succeed
 Adhere to a code of conduct and maintain
professionalism
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Building a Solid
Foundation . . .
New Teachers Must Have:
Knowledge
Skills
Dispositions
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Building Blocks for
Teaching
Building Blocks:
SKILLS
KNOWLEDGE
Implementation:
Acts and Tasks of
Teaching
DISPOSITIONS
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A Set of Teaching Skills
Foundation Skills
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Interpersonal Skills
Information Collection
Leadership
Problem Analysis
Decision Making
• Motivating Others
• Sensitivity
• Oral and Non-verbal
expression
• Written Expression
Classroom Skills
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Student data management
Instructional management
Curriculum management
Assessment management
Management of the learning
environment
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PVAMU ATCP
Expectations . . .
For Interns and Mentors
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Intern Expectations
To provide instruction for all students
To utilize and communicate with the
ATCP Support System
To become a reflective practitioner
To become a motivated and inspired
professional
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Mentor Expectations
 Promote effective teaching, management, and
assessment strategies
 Provide peer coaching and direct support to
the intern teacher on a daily/weekly basis
 Utilize formative assessment strategies during
weekly conferences and scheduled Substitute
Day observations
 Promote self-reliance, reflection, and
professional skills
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University Supervisor’s
Role
 Serve as liaisons between the Program Director
and Coordinator, principal, mentor, and intern
 Ensure that formative assessment observations are
completed in a timely manner
 Ensure that appropriate mentor activities and
assistance occurs during the internship year
 Inform the Program Director, Coordinator and
Instructors of intern progress
 Ensure that documents are completed and
maintained per program requirements
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PVAMU ATCP
Documentation
Forms
Mentor / Intern Conferences
Mentor Observations
Intern Observations
Administrative Observations
University Supervisor Observation Visits
Principal’s Recommendation Form
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PRAIRIE VIEW A&M UNIVERSITY
Alternative Teacher Certification Program
University Supervisor’s Classroom Observation Checklist
For Special Education Instructional Settings
OBSERVATION #
(circle one)
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Teacher______________________________ Date/Time_________/________Subject_______________________
School__________________________ District___________________ University Supervisor___________________________
INSTRUCTIONAL SETTING (check one):___Inclusion
___Behavioral Intervention/Autistic
___ Vocational Adjustment Class
___Content Mastery
___Resource
___Self –Contained Mild/Moderately Impaired
___Hospital / Homebound
___Life Skills
___PPCD
___Self-Contained Severely Impaired
___Residential Treatment Facility
___State Facility
This checklist is provided to assist in identifying core organizational, management, instructional and assessment
practices, which promote student success in special education classroom settings.
I.
MANAGEMENT OF SPECIAL EDUCATION DATA
The Special Education Teacher:
 Knows where and how to access students’ Special Education Records within the school.
 Develops, maintains and updates IEP’s for each student.
 Maintains Student, Parent and Staff Contact and Conference Data.
 Identifies, develops, and maintains Lesson Plans for each subject taught.
 Has a copy of the appropriate Texas Essential Knowledge and Skills (TEKS).
 Identifies and maintains current Academic and/or Functional Assessment Scores for
each student (TAKS, SDAA, Developmental Checklist, Brigance, etc.)
 Administers and maintains current Pre-Instructional Assessment Scores for each student.
 Administers and maintains current Post-Instructional Assessment Scores for each student.
 Maintains Placement Tests, Benchmark Tests, and/or Portfolio Assessments for each student.
 Maintains a Notebook Binder containing all of the above data.
II.THII. THE LEARNING ENVIRONMENT
The Following Criteria are Observable:
 Clear, predictable, and age-appropriate rules, rewards and consequences are posted.
 A class schedule is posted and reflects an appropriate, flexible, yet structured routine.
 Students receive feedback and logical consequences.
 The classroom’s physical arrangement is safe, functional, and promotes student success.
 A class set of instructional materials, supplies and manipulatives is available.
 Student materials / resources are organized for easy access and to promote good work habits.
 Students use routines for collection / distribution of instructional materials.
 Teacher Editions of textbooks and other instructional resources are available.
 Distractions are limited; the teacher models calmness and coping skills.
 The teacher provides opportunities for students to practice independence and social skills.
III. INSTRUCTION
The Following Attention-Keeping Strategies are Observable:
 The teacher engages students’ attention through a brief focus activity.
 The teacher reviews prior learning.
 Problem solving strategies are discussed among students and teacher.
 The teacher clarifies and provides feedback on what needs attention.
 The teacher involves all students in the learning activities.
 The teacher prepares students for transitions.
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Keeper of “The Book”
INTERNS must maintain and turn in the
ATCP Documentation Book at the end of
the Spring Semester. This will be a part
of the course grade requirement.
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About E-Mentoring
 Interns will have access to two PVAMU ATCP
E-mentors
 E-mentor schedules will be announced
 Remember rules for effective ecommunication:
 Be Concise
 Be Polite – the internet is a community of people
 DON’T USE ALL CAPS – people will think you are
screaming!!!
 Watch your tone – avoid sarcasm and emotional icons
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For Mentors Only . . .
 Stages of Mentoring
 Effective Mentoring
Qualities
 Mentor Tasks
 Keys to Good
Communication
 Mentor Commitment
Form
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Stages of Mentoring
Discuss at your table for 1 minute:
Separation
Development
Initiation
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Effective Qualities
ACTIVITY:
Think of the qualities mentors may possess that
would make them effective.
 Which qualities do YOU possess?
 Which of YOUR qualities might be useful at
supporting a new teacher?
Discuss at your table for one (1) minute.
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Additional Mentor
Qualities
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Approachability
Integrity
Ability to listen
Sincerity
Willingness to spend time
Enthusiasm
Teaching competence
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Trustworthiness
Receptivity
Willingness to work hard
Positive outlook
Confidence
Commitment to the
profession
• Openness
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Quality Mentoring
Skills
• Good Communication Skills specifically through
listening and asking reflective questions
• Skilled in Motivating the New Teacher, particularly
during the Struggling and Disillusionment Stages
• Exhibits Sensitivity to the needs of the New Teacher
• Exhibits Teaching Skills that support the Learning
Success of all students
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Mentoring Is NOT
 PRESCRIPTIVE
 LECTURING
 TAKING OVER / BEING MANIPULATIVE
 ONE-SIDED
 INTIMIDATING
 JUDGEMENTAL
 INDEPENDENT
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Successful Mentors
Always . . .
SUPPORT
THROUGHOUT
THE DEVELOPMENT
OF THE RELATIONSHIP
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Mentor Tasks
Support
Professional Development
Assessment
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Mentor Tasks
HOW DO WE PROVIDE SUPPORT?
Support Can Be Instructional And Psychological
(Gold, 1996)
 Engage the new teacher in reflective conversations
 Encourage the new teacher to reach out to others on
campus as well as on-line
 Take time with the new teacher even when not
specifically requested by him/her
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Mentor Tasks
HOW DO WE PROVIDE
PROFESSIONAL DEVELOPMENT?
 Guide them in the development of “best practices”, not
“safe” practices*
 Emphasize quality teaching standards
 Guide them in the use of quality teaching techniques and
resources
 Guide them in the effective use of instructional time
(*Feinman-Nemear, Carver, Schwille, & Yusko, 1999)
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Mentor Tasks
HOW DO WE PROVIDE ASSESSMENT?
 Assist the new teacher in determining teaching strengths;
stress growth (formative)
 Encourage reflective practice
 Guide the new teacher in monitoring his/her own growth
as measured by quality teaching standards
 Assist the new teacher in doing an end-of-year analysis of
his/her performance as well as the students’ performance
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What Would SUPPORT . . .
Sound Like
Look Like
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Keys to Good
Communication
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Paraphrasing
Productive Listening
Questioning
Coaching
Observing and Conferencing
Conflict Resolution
Motivating
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Paraphrasing . . .
• Communicates that the listener has:
•HEARD what the speaker said
•UNDERSTOOD what was said
•CARES
• Involves either:
•RESTATING in your own words
•SUMMARIZING
-Taken from TxBES
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Principles of
Paraphrasing . . .
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Attend fully
Listen with the intention of understanding
Capture the essence of the message
Reflect the essence of voice, tone, and gestures
Make the paraphrase shorter than the original
statement
• Paraphrase before asking a question.
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Possible Paraphrasing
Stems
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So . . .
In other words . . .
While you . . .
Given that . . .
From what I hear you say . . .
As I listen to you, I’m hearing . . .
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Try This . . .
Turn to a Partner. Role play the
following scenario:
 An intern is very disappointed about a recent
evaluation. The intern states that everything
went wrong, that classroom management was
poor, and that the students did not understand
the lesson presented.
 As the intern’s mentor, apply the principles of
paraphrasing skills to this situation.
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Productive Listening
Avoids . . .
Autobiographical comments
Inquisitive, frivolous questions
Easy-fix solutions
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Productive
Listening . . .
Provides emotional support in
stressful times
Is empathetic, understanding and
helpful
Helps new teachers clarify decisions,
aspirations, goals
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Effective
Questioning . . .
Helps the new teacher to:
 HYPOTHESIZE what might happen
 ANALYZE what did or did not work
 IMAGINE possibilities
 EXTRAPOLATE from one situation to another
 EVALUATE the impact
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Effective Question
Stems
 What’s another way you might . . . ?
 What might you see happening in
your classroom if . . . ?
 What options might you consider
when . . .?
 How was . . . different from or
similar to . . . ?
 What criteria do you use to . . . ?
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Questioning Tips
 Have a specific intention for the
question
 Use the context to shape the question
 Use exploratory language
 Use introductory phrases
 Use plural nouns
 Eliminate “why”
 Avoid: “Do you…?” “Can you…?” “Will
you…?” “Have you…?”
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Coaching . . .
AN EFFECTIVE COACH:
 Demonstrates skills
 Provides opportunities for New Teachers
to practice skills in a non-threatening
environment
 Coaches with a well-planned objective in
mind
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Observing and
Conferencing . . .
 Pre-Conference with the New Teacher
 Observe the New Teacher
 Analyze and interpret the observation
 Post Conference with the New Teacher
 Follow-up!
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Purpose of the
Pre-Conference
Clarify goals and objectives
Determine indicators
Anticipate strategies and decisions
to achieve goals
Identify the data-gathering focus
and procedures
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Purpose of
Observations
Gather data
Serve as another “set of eyes”
To observe – not judge!
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Purpose of
Post Conference
Recall information supporting
impressions and assessment
Compare planned and achieved results
Infer relationships between goal,
achievements and strategies
Synthesize new learning
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Always Follow-up!
Check periodically to ensure that
new skills and ideas are being
implemented
Clarify as needed
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Conflict Resolution
Serve as a buffer for the New
Teacher by providing a safe
environment in which to learn
Assist with sound decision making
Keep them abreast of potential
problems
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The Motivating
Mentor
Encourages the New Teacher to take
actions with timelines
Knows what and how to motivate
Maintains a positive sense of
humor!!!
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Mentor Commitment
Form
• Please take a few minutes to read and
sign the PVAMU ATCP Mentor
Commitment Form.
• Keep one copy for your records.
• Turn in the original copy.
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Parking Lot
Questions
Q & A
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Life’s Greatest Gift
“Life’s greatest gift is the opportunity to throw
oneself into a job that puts meaning and hope into
the lives of other people. Seizing this opportunity
is the surest way to put meaning and hope into
one’s own life.”
- Martin Haberman, 1995
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Thank You . . .
. . .for Attending Our Training!
“Go Forth and Mentor!!!”
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