 Mentorship and Teaching 2013-2014.  Mentorship “All teachers are more effective when they can learn from and are supported by a strong community of.

Slides:



Advertisements
Similar presentations
The Judicial Studies Board for Northern Ireland Induction Seminar 22 nd November 2007.
Advertisements

The E-Mentee Guide to Beginning Teaching Success Welcome to the Project REACH E-Mentorship.
Mentoring New Educators
NATIONAL RESEARCH COUNCIL Center for Education Committee on Science and Mathematics Teacher Preparation Herbert Brunkhorst California State University.
Nipissing University, Brantford Campus
Introduction to Service-Learning for Students
PD Plan Agenda August 26, 2008 PBTE Indicators Track
Australian Teacher Performance and Development Framework
What do all of these people have in common?. What comes to mind when you think of a Coach?
Breakfast & Conversation
CHAPTER 9 “Developing family and community relationships”
Co-Teaching as Best Practice in Student Teaching Conclusion 1.
A LTERNATIVE P RACTICUM P LACEMENTS Year 4 Concurrent Education Brantford Campus.
Cooperating Teacher and Teacher Candidate Workshop
Creating System-Wide Support for Learning Coaches with Joellen Killion
School’s Cool in Childcare Settings
SUBTITLE DAY, MONTH, YEAR Accreditation Support for Teachers Introduction to Accreditation at Proficient Teacher Module 3 of 5.
Mentoring and Coaching September, What is mentoring? Mentoring is a professional development strategy designed to improve teaching and learning.
Clinical Teaching/Student Teaching
School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!
Interstate New Teacher Assessment and Support Consortium (INTASC)
Alternative Practicum Placements Year Four Concurrent Education-Brantford SERVE INSPIRE TEACH LEARN.
A LTERNATIVE P RACTICUM P LACEMENTS Year 4 Concurrent Education Brantford Campus.
Aims of Workshop Introduce more effective school/University partnerships for the initial training of teachers through developing mentorship training Encourage.
PRACTICE TEACHING 2007/2008. PRACTICE TEACHING CONTACTS 1.Your Faculty Advisor 2.Practice Teaching Placement Officer: Ursula Boyer OR Mary Lucenti Faculty.
Promoting Reflective Teaching in Adult ESL through Peer Mentoring.
Dale Hartnett (Dept. of Communication) Mehruz Kamal (Dept. of Computer Science) Jie Zhang (Dept. of Education & Human Development)
Y EAR 2 I NFORMATION S ESSION Planning for
The Mentorship Model Nipissing University, Brantford Campus.
Concurrent Education Q&A Practicum Session. Practicum Housekeeping – Timed Agenda Primary/Junior: Junior/Intermediate Theatre1)Course Pack.
TOP TEN LIST OF COACHING BELIEFS CURRICULUM 511 DR. PECK BY: HALI PLUMMER.
Learning Focused Observations BEST Leadership Roundtable February 1 st, 2012.
Lighthouse Junior Our School Metaphor. Governance Curriculum Climate Staffing WE WILL EXAMINE THE FOLLOWING TOPICS:
CULTURES OF COACHING AND MENTORING Principal’s role in Coaching and Mentoring teachers.
Academic Practicum Winter Academic Practicum Seminar2 Agenda 4 Welcome 4 Burning ??’s 4 Routines & Organizational Systems 4 Overview of Academic.
10 Principles of a Successful Classroom. Students are presented with meaningful, higher-order, activities that create the context for learning and build.
 Field Experience Evaluations PSU Special Educator Programs Confidence... thrives on honesty, on honor, on the sacredness of obligations, on faithful.
PROF190 PROFESSIONAL LEARNING COMMUNITIES. Questions to consider: 1. What is a professional learning community?
Mentoring School Name Date Mentor’s Name. OVERVIEW What is Mentoring? The Mentoring Menu The Coaching Process.
BEGINNING EDUCATOR INDUCTION PROGRAM MEETING CCSD Professional Development Mrs. Jackie Miller Dr. Shannon Carroll August 6, 2014.
Australian Teacher Performance and Development Framework Consultation proposal.
Mentoring Moments: Powerful Designs for Mentoring Teaching Policy and Standards Branch Issue 12 / Nov 2012.
CAREER DEVELOPMENT by Naveeddear. CAREER DEVELOPMENT Career development is an ongoing, formalized effort by an organization that focuses on developing.
Technology Action Plan By: Kaitlyn Sassone. What is Systemic Change? "Systemic change is a cyclical process in which the impact of change on all parts.
Instructor: Dr. Debra Chester Lisa Godding Jaymee Henderson Alan Herman Elizabeth Kent.
Conducting Professional Development Programme LEADING TO LEARN, LEARNING TO LEAD.
The Ken-Ton Mentor Program “Not the sage on the stage, just the guide on the side.”
CSUN/CSUDH Induction Support Provider Orientation March 18, 2015.
Preparing Novice Teachers in Classroom Management At The Elementary and Secondary Level By: Yelena Patish Charles Peck Elizabeth West Laura Rothenberg.
Kingdom of Saudi Arabia Ministry of Higher Education Taibah University Faculty of Education Submitted to Dr. Antar Abdellah By: Maryam Abdullah.
Kim Taylor Denise Arseneau Tammy Gallant
©SHRM SHRM Speaker Title Bhavna Dave, PHR Director of Talent SHRM member since 2005 Session 2: Relationship Management Competencies for Early-Career.
TELL Survey 2015 Trigg County Public Schools Board Report December 10, 2015.
Tell Survey May 12, To encourage large response rates, the Kentucky Education Association, Kentucky Association of School Administrators, Kentucky.
An Introduction to Co-Teaching for Professional Development Schools:
Greenbush Teacher/ School Specialist Mentoring Model
Mentoring CPD Festival 2017.
District Mentoring Plan
IMPLEMENTATION - JANUARY 2013
Cooperating Teacher and Teacher Candidate Workshop
Alabama Teacher Mentoring Program
The Mentoring Process Martha Majors.
Future Directions Conference September 3rd, 2010
Welcome Journey to Excellence.
The professional Route to Licensure “There IS room for excellence!”
Mentor Workshop September 8, 2009
RBWM SCITT Mentor Meetings 2017.
Mentor training update
Presentation transcript:

 Mentorship and Teaching

 Mentorship “All teachers are more effective when they can learn from and are supported by a strong community of colleagues…new teachers can benefit greatly by having a mentor who will be a guide and coach.” - Fullan and Hargreaves, 1999

Learning from Experience: Supporting Beginning Teachers and Mentors, Ontario College of Teachers

What is Mentorship? Ontario Ministry of Education The New Teacher Induction Program (NTIP) research has shown that the first year of teaching is one of the most challenging periods of a teacher’s career. Through the NTIP, you will have the opportunity to work directly with, and benefit from, an experienced teacher as a consultant, a coach and a colleague. Partnering for Success: Getting the most from Ontario’s New Teacher Induction Program. A Resource Handbook for New Teachers Ontario Ministry of Education New Teacher Induction Program Mentorship Programs are a consistent theme within the field of Education:

What is Mentorship? Most teachers who have experienced mentoring programs have found that they provide a wide range of benefits including: a support system they can rely on throughout the year; the opportunity to observe and work with an experienced teacher; a means of building new skills and accelerating professional learning; a source of constructive feedback; a sounding board for discussing questions, issues and concerns; and increased comfort and self-confidence. Partnering for Success: Getting the most from Ontario’s New Teacher Induction Program. A Resource Handbook for New Teachers Ontario Ministry of Education New Teacher Induction Program Ontario Ministry of Education

Nipissing Peer Mentorship Program Teacher Candidate Observations ure=em-upload_owner

MM Mutual EE Evolving NN Non-evaluative TT Trusting OO Open RR Real SS Supported HH Honours strengths II Invitational PP Personalized

 The model is based on research findings supporting the benefits of Mentors in the development of Teacher Candidates.  Paired practicum experiences are prevalent in other universities and are effective in providing increased support for teacher candidates.  Nipissing Brantford’s concept of pairing Novice and Mentor concurrent education Teacher Candidates in the same practicum is an innovative model in Ontario. Novice First Year Teacher Candidate Mentor Upper Year Teacher Candidate

Novice First Year Teacher Candidate Mentor Upper Year Teacher Candidate How It Works… E ACH N OVICE WILL BE PLACED WITH A M ENTOR FROM AN UPPER YEAR OF THE PROGRAM (Y EAR 2 OR 3) T HE PAIRS WILL IDEALLY BE PLACED WITHIN THE SAME CLASSROOM IF NOT IN THE SAME SCHOOL T HERE ARE SOME EXCEPTIONS DUE TO A VARIETY OF REASONS I N THESE CASES, PAIRS SHOULD STILL COMMUNICATE REGULARLY AND VISIT EACH OTHER ’ S CLASSROOMS AT LEAST ONCE N OTE : M ENTORS BEGAN THEIR PLACEMENTS IN O CTOBE R R OLES …  T EACHER CANDIDATES  A SSOCIATE T EACHER  F ACULTY ADVISOR

Let’s Chat!  How will you establish consistent communication with your Mentor and Associate Teacher?  Why is it important to build a relationship with your Mentor?  What questions would you like to ask your Mentor?  Class routines, schedules, students with IEP’s Meeting your Mentor

Exchange contact information (Nipissing and an alternate address, Facebook, Phone number, Address) Where are you placed? (Mentorship Scenario) Transportation- How do you get to Practicum? Classroom Overview – Associate Teacher, Students, Challenges, Classroom Management First day of Practicum Contacting your Mentor

 Benefits Enhanced opportunities for collaborative planning, teaching, and reflection, and resource sharing Support offered by peers in addressing the concurrent education program expectations Increased awareness of teacher candidate expectations for both the Novice and the Mentor Supported by the Ontario College of Teachers and The Ministry of Education

Novice First Year Teacher Candidate  Become familiar with the classroomexpectations and environment in the secondterm of the practicum  How?  Become familiar with the strengths andinterests of the Mentor  How?  Observe and learn by asking questions, sharingideas and resources with Mentor  What does this look like?  Reflect and set personal goals  What goals might you set? How will youknow you’ve achieved these goals?  Provide feedback and reflections to the Mentorbased on observations  How might you provide feedback? Co-plan and co-teach with the Mentor as much as possible How will you do this? Plan and teach some lessons independently and seek feedback from the Mentor How? Maintain ongoing contact with the Mentor What strategies or methods of communication might you use? Collaborate with the Associate Teacher and the Mentor How will you collaborate effectively and regularly? Facilitate the development of the Mentor How will you help your Mentor be successful?

Co-planning and Co-teaching Determine lessons to be taught together or independently, in consultation with the Associate Teacher Determine roles in co-teaching Examples: 1) Gathering and recording student responses 2) Proximity control 3) Assisting with application activities Utilize individual strengths (e.g., music, drama, science) Balance and negotiate individual responsibilities

Q: When does the Peer Mentorship Model begin? A: The Mentor begins the practicum in their assigned classroom in mid- October. The first year Novice begins the practicum in January, joining the mentor in their assigned classroom. The mentorship pair works together throughout the second term, with guidance from the Associate Teacher and Faculty Advisor. If the Novice and Mentor are not placed in the same practicum setting, the mentorship pair can still learn from each other and engage in meaningful dialogue by sharing practicum planning, teaching, management and assessment strategies. It is also recommended that Mentor and Novice candidates who are not placed in the same classroom cross-visit each other’s placements and observe one another teach at least once in the winter term. FAQ

Q: If the mentor and novice are in the same classroom, what are the expectations of the Peer Mentorship Model? (How many lessons should Teacher Candidates teach independently and co-plan/co-teach each day?) A: Mentor expectations (Year 2 and Year 3 Teacher Candidates): The Teacher Candidate Program Handbook outlines that each year 2 and 3 mentor Teacher Candidate should teach at least one independent lesson per practicum day. A second lesson can be taught by the mentor-novice team or by the novice with input from the mentor. Novice expectations (Year 1 Teacher Candidates): The Novice year one Teacher Candidate should have the experience of teaching some independent lessons by the end of the practicum. Teacher Candidates are reminded that ‘teaching’ also includes planning and assisting small group instruction, setting up learning centres and working with individual students, in addition to directed lesson plans. FAQ

Q: What is the expected course of action if mentors or novices are experiencing difficulty working as a mentorship pair? A: Novices and Mentors are expected to work together as professionals as in other mentorship situations. They should initially problem solve and negotiate their roles with the Associate Teacher. If there are further problems, they should contact their Faculty Advisor and the Practicum Office. Novices and mentors will not be moved from their placements unless there are serious problems at which time withdrawal from placement and a failed practicum will result as deemed appropriate by the Practicum Advisory Committee. FAQ

Questions or Concerns? Contact the Practicum Office at or ext