Mentoring CTE Teachers 2:10-3:00pm Webb Room Cristina V. Santos, M.Ed.

Introduction Attended CTE courses in high school BS in Dietetics Dietary Manager/ Private Practice Dietitian CTE FCS teacher for 8 years/S CTE Dept. Chair 4 years M.Ed. / Leadership program

CTE Teacher Mentor Program Region 20 by a grant Began March 2017 TEA recruited 60 teachers for Cohort throughout Texas Support CTE teachers . Texas Education Agency 2017

Topics covered Stages of beginning teachers Building trusting relationships The Scaffolded Solutions Framework / online communities Benefits of cognitive coaching Questioning Strategies Establishing Rapport The Wisdom/Evidence Cycle Use of guided dialogues/ coaching self assessments Diverse needs of of new CTE teachers

Activity 1-Stolen Identity Look for someone with same type of SHOES 1. introduce yourself 2. what industry you worked in 3. what do you teach Re-introduce yourself to another person but you have now stolen the previous person’s identity, introduce yourself to the new person as your last person. DO this 5 times Getting to know all staff

Behavior management- Traditional ACP Traditional Alternative Certification Programs

Framework More than ACP Building relationships Asking for help Finding a mentor that fits Building leaders Building on a support system

New CTE Teachers May be the expert in their field May be the go-to trainer in the business Lack experience with high school students Lack the strategies learned with an education background

Why Use a mentoring program for CTE teachers? Not an education background Educational strategies School lingo- ARD, LPAC, BIP School culture for “Vocational” teachers Handling multi-tasks Plan in isolation

CTE mentors Orientation Problem-solve Motivate Shadow Model Support

Why should CTE mentors be put in place? CTE teachers can still work/ are still working in the industry. HB5 supports our industries with intentional career plans Early College / Project/ Problem Based learning Workforce relevance/ RGV LEAD & Academies Our expertise matters (not stereotype)

Stages of New Teachers Anticipation phase- excitement Survival Phase- overwhelmed Disillusionment Phase- why am I here Rejuvenation Phase- I could do this Reflection Phase- what can I do different Anticipation Phase- Let’s try again

Attributes Activity 2 Write down 3 attributes that you have Discuss with your table why were these important as a new teacher Share the most common attribute in your group Why is this attribute important How will it help new CTE teachers

Important factors of mentors Trust – use team building strategies used in industry Coaching- do not give them the solution Confidentiality- do not discuss Modeling/ shadowing- support Reflection – two-way benefit Strategy to teach/ lead

Mentors are aware of their peers Generational differences Cuspers Traditionalists 1925-1945 1940-1945 Baby boomers 1946- 1964 Generation X 1965-1981 1960-1965 Millennials (Gen Y) 1982- 2002 1975-1980 Generation Z 2003- present

Generations Traditionalists- acknowledge experience, proud, use of technology is limited Baby boomers- observers, social bugs, better use of technology but be patient Gen X- rely on technology, don’t waste their time, balance lives, intrinsic Millennials- multi-task, flexible, need feedback (extrinsic), combined work and play, glued to their technology Gen Z- relationships, social media stars, independent, go-getters, do not micro-manage, work remotely (technology is the world).

Activity 3- Do your ears hang low Count out 1-3 All ones go to the hall All 2-3 stay in conference room Bring back the 1 and do activity

Mentor purpose Power of conversation Building rapport Establishing trust Listening Pausing / paraphrasing Reflecting

Scaffolded Solutions Network to help mentors and mentees Survey 3 times a year Online forums Coaching suggestions www.scaffoldedsolutions.org Helps with T-TESS/ evaluation systems

Closing Thoughts In learning you will teach, and in teaching you will learn. Phil Collins

Thank you Cristina.Santos@psjaisd.us