Facilitator Prep and materials This month’s powerpoint is short. This is to allow you time for connecting and celebrating successes of the year. Feel free to use these slides to kick off those conversations or just party the whole time : ) For slide 8, you need to decide whether to use Mentor Standard 4 or 5 or both. You will need to make copies of this standard for participants OR project the standard. Copies are preferable. Copies of end-of-year checklist.

Mentor Support during Reflection Last month, we discussed the importance of reflection for ourselves and for our mentees. We designed questions to help our mentees reflect on the whole year. With an elbow partner, discuss opportunities you have had to reflect on your own growth and/or to help your mentee(s) reflect on the year? Listen in on conversations. Surface ideas or address questions that would be of benefit for the whole group.

OSPI Mentor Roundtable Professional Development for those who support the growth of NOVICE Educators May 2017 Mike Esping Insert your name as facilitator and date

Roundtable purposes: to connect to learn to refine to give and receive coaching to improve through reflection This slide repeats is included each time. If you are getting a lot of folks who are new and have not attended the academy, this is a place to let them know about the academies and encourage them to get that training. If you have no one new in the group, just “give it a head nod” : ) Details re: each item are below to connect with others in our region who do similar work to learn about instructional mentoring & induction to refine and develop our mentoring tools & skills to give and receive coaching around our work to improve through reflection

Logistics for Learning Advocate for your own learning. Tend to your needs. Be fully present. Be ready to move often. Give yourself permission to learn. It is impossible to get better and look good at the same time. - Julia Cameron in The Artist’s Way Periodically it is important to remind groups of these. Cut and paste this slide as needed. Technology reminder is a key one. Please discourage computer or phone use during roundtables. We want to model behaviors we want mentors to use with mentees. Being present is key. I have some folks who use the computer to type their reflections. We ask them to keep off the table or closed until the reflection time.

Today: End of year food for thought Reflection/coaching conversations w/feedback Celebration

Elbow partner conversation In May and June we often live in two worlds: finishing this school year and planning for the next. Discuss living in the future while staying present This slide and next are food for thought for mentors. These are something they might consider talking about during their coaching conversation. For here, just have a short elbow partner conversations The last two stages are reflection and anticipation – focusing on the year past (reflection) and the coming year (anticipation). At this time of year we often feel like we are living in two worlds – the present and the future.

End of year organization Checklists: Help you stay organized and focused Help us avoid forgetting items. Are invaluable when things get busy/crazy. Allow new teachers to be more independent. Use sample templates to create your own end-of-year checklist for mentoring and for teaching that fits your site. Don’t reinvent the wheel. If your building has a checklist already, ask if you can add some items, if needed. Or get a copy early and sit down with your mentee to discuss and add notes and useful info. Handout checklist, if desired. Is NOT an ideal model, rather something to get mentors thinking.

Table Group Conversation Look at the checklist. Consider: What is outdated? What is relevant? What else might you add? What unwritten expectations do we have at our site? What end-of-year activities and procedures might be challenging for new teachers? What will be your priorities when talking with new teachers?

Mentor Skill Development Mentoring requires a different set of skills and dispositions than teaching. Mentors need to intentionally practice these skills until the use of them is automatic. Mentor skills include: listening, paraphrasing, questioning, avoiding personal referencing, and using invitational non-verbals and verbals. Roles we attend to include supporting, creating challenge, and facilitating vision for new teachers. We fluidly use these stances: Many come into this work thinking that their teaching skills are enough for success as a mentor. Reinforce the idea that these are a separate set of skills that can be learned and require intentional practice. This is the frame for upcoming reflection. As mentors prepare for next year, we want to encourage them to think about their own p.d. and how to ensure they are developing as mentors.

Mentor Standards A team of educators from across the state developed these Washington State standards for mentoring using current best practices and research. Standards are to support our growth as mentors and to help districts plan for on-going professional learning for mentors. These were rolled out at the Convening. This version is a DRAFT form. Final form will be printed in June. Set up for use of standards which are NEW and some may not have heard about them. If you get any significant feedback on these, please pass it along to us. Thanks.

Self-assessment Review the standard. Rate your current performance. Write in evidence that you used to determine your current performance. Bullet 1 - Decide whether to use Standard 4, Standard 5, or both based on knowledge of your group. Change text on slide to indicate which slide.

Standing conversation Find a partner and discuss the evidence you listed. Consider: The value of that evidence and ideas you have for evidence you might collect in the future to show growth around this standard. Listen in on conversations. Surface ideas or address questions that would be of benefit for the whole group.

Individual Reflection Write your response to the following: What skills did you learn or improve this year? In skills would you like to grow/develop next year? How will those skills benefit you or new teachers? What evidence might you collect to show growth you make as a mentor? The intent of this slide is give mentors time for reflection. Give at LEAST 3 minutes and if they are writing extend to 5.

Mentor professional learning BEST Opportunities for professional learning include: Regional Roundtables New mentor academies - 201, 301 Possibly a Mentor Academy151 next year which will give participants opportunities to practice 101 skills and address updates in the new Mentoring Matters book. Facilitating Adult Learning workshop Yearly Mentor Conference in March These are here to get mentors thinking about options before they participate in the coaching conversation. The hope is that they will not only think about what skills they want to develop but also how they might do so. There are more than just these. Mention other regional options that you know of.

Mentor professional learning A few ideas from around the state: Weekly mentors get together to practice coaching with each other (some attend formal meetings and some meet for dinner on their own) Mentors observe instruction together in real classrooms and/or on video. These observations can be used to practice scripting, discuss possible topics for the post conference, give each other feedback on scripting, etc. Mentors participate in a book study. These are here to get mentors thinking about options before they participate in the coaching conversation. The hope is that they will not only think about what skills they want to develop but also how they might do so. There are more than just these. Mention other regional options that you know of.

Learning-Focused Conversation Practice The focus for today’s conversation – your choice. Focus is their choice. Mentors are to craft opening questions. This is important for their practice. Person being coached might consider topics from today: living in two worlds during May and June, end of year checklists/procedures, and skill development.

Learning-Focused Conversation Preparation EVERYONE: Create an opening question that might promote reflection for the partner you are going to coach today. Review paraphrase stems (see Mentoring Matters). Remember paraphrase first and then question only if needed. Create a T chart to use when you are the observer to record scripting notes. This slide is also preparation for the coaching conversation. There are no prompts for coaches during the conversations. This is because starting the conversation is an important skill. We want mentors to have experience thinking about and doing this. Explain this to participants. Coach Person being coached

B = Person being coached C = Observer Coaching roles - Round 1 A = Coach B = Person being coached C = Observer Partners A and B sit side-by-side, knee-to-knee Partner C sit behind A & B so you can observe and hear without distracting. Remind coach to start w/their question. Suggest that the speaker relax and be open to the coach’s prompt. Remind the observer that the chart will go to the coach.

Debrief & Preparation for next round Observer Give T-chart data to the coach. Prepare for being the coach. Review your intro question. Person who was coached Jot down ideas you got while being coached. Coach Review the T-chart data. What do you notice? Jot down a couple possible goals for future practice. Stick with at LEAST 3 minutes. This will help the person being coached to capture their ideas and for all to prepare and shift roles. Feel free to ADD time.

A =Person being coached B =Observer C = Coach Coaching roles - Round 2 A =Person being coached B =Observer C = Coach Partners C and A sit side-by-side, knee-to-knee Partner B sit so you can observe and hear without being a distraction.

Debrief & Preparation for next round Observer Give T-chart data to the coach. Prepare for being the coach. Review your intro question. Person who was coached Jot down ideas you got while being coached. Coach Review the T-chart data. What do you notice? Jot down a couple possible goals for future practice. Stick with at LEAST 3 minutes. This will help the person being coached to capture their ideas and for all to prepare and shift roles. Feel free to ADD time.

C = Person being coached Coaching roles - Round 3 A =Observer B = Coach C = Person being coached Partners B and C sit side-by-side, knee-to-knee Partner A sit so you can observe and hear without distracting.

Debrief & Preparation for next round Observer Give T-chart data to the coach. Prepare for being the coach. Review your intro question. Person who was coached Jot down ideas you got while being coached. Coach Review the T-chart data. What do you notice? Jot down a couple possible goals for future practice. Stick with at LEAST 3 minutes. This will help the person being coached to capture their ideas and for all to prepare and shift roles. Feel free to ADD time.

Whole Group Debrief As table groups discuss what you noticed and learned. Be prepared to share one or two items w/the whole group. Facilitate a discussion if it is beneficial for the group. Otherwise, eliminate this slide.

P.S. Go around your table group and each person shares one of these two items: Principle—A big idea you are thinking about Skill—Something specific you will work on next year.

Clock Hours for Mentoring This screen shot is hard to see and the website can be a challenge to navigate. Remind mentors of the opportunity for them to earn clock hours AND the templates that are on the mentoring page. THANKS.