Mentoring August 25, 2014

What is the difference between mentoring and coaching?

What is coaching: Coaching provides individual teachers with one-to-one assistance working on identified instructional needs. It is an improvement model based on the belief that teachers, given an opportunity, can diagnose their own teaching and identify ways to strengthen their work. What is mentoring: Mentoring is a sustained relationship in which an experienced teacher is provided an opportunity to share their professional and personal skills, as well as experiences, with a new teacher or mentee.

Mentor Teacher: Serve as role model in both professional and classroom practice Foster a trusting, confidential relationship Meet with mentee at least twice weekly in the first ten weeks, and weekly, thereafter Provide appropriate feedback after a non- evaluative observation or visitation Orient the mentee to district and school policies Provide a variety of resources to help mentee begin to form a repertoire of effective strategies and techniques Submit mentor log on January 15 th and May 15th Lead mentee in guided self-assessment on district’s teacher practice instrument Mentee: Work on understanding school culture Follow school policies, procedures and expectations Understand district’s evaluation model Develop the knowledge, skills, and attitudes necessary for optimal student learning Accept and implement appropriate suggestions in a professional manner Meet with your mentor a minimum of twice a week in the first 10 weeks and weekly, thereafter Observe your mentor and other teachers and discuss things learned Allow your mentor to observe your classroom to provide feedback and support Keep a reflection log of your peer observations that will help you reflect and build on successful practices Demonstrate enthusiasm for and a commitment to the school and district and the profession of teaching

Consulting Collaborating Coaching Confidentiality

INTERACTION OBSERVATION (What I Saw)REFLECTION (What I’m Taking Away from It) While reviewing last night’s homework, Ms. X used cards with the students’ names on them to call on individuals for answers, rather than asking for volunteers. She used the cards throughout the block, and by the end, every student had been called on at least once. I’d like to use this system in my own classroom. I try to call on students randomly, but I know that there are some who make it to the end of the class each day without ever speaking. A system like this would prevent certain students from “hiding”, and would also keep the students who always volunteer from dominating the discussions. Classroom environment Structure Co-teaching Technology Interaction Feedback/Questioning

AugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchApril New teacher orientation Observe Mentor Observe Peer Observe Mentor Observe Peer Observe Mentor Observe Peer Self assessment Observed by Mentor Peer observation summary submitted Observed by Mentor Peer observation summary submitted Reflections submitted Formal observation by supervisor Formal observation by assistant principal or superintendent Formal observation by supervisor Formal and informal short observations by administrators and peers.

Goal Year 1 Goal Year 1 Activities Activities Output Output

TAG TAG Dept. Mtg Dept. Mtg Other PD Other PD Journal Articles Journal Articles Reflection paper Reflection paper

2 times per week for 10 weeks, then weekly after *NJDOE requirement 1 times per week for 4 weeks Due dates: Activity Log and Mentor Log January 15, 2015 and May 15, 2015

Personal Goal: Action Plan: Departmental Goal: Action Plan:

District evaluation rubric District evaluation rubric classroom observation skills classroom observation skills facilitating adult learning facilitating adult learning leading reflective conversations leading reflective conversations Common Core Common Core NJ professional teaching standards NJ professional teaching standards Stronge Self-reflection Stronge Self-reflection

Questions?