Supporting Exemplary Classroom Instruction Through Mentoring and Hybridization

Agenda Mentor/Mentee Expectations (PowerPoint) Mentor Tools & Resources (Websites & Blogs) Mentor Contracts & Pay Schedules (Handouts) Mentor Rubric (Handout) Mentor Communication & PLC (Planning Session) Mentor Workshops: Blog 101, 201, & Free Tools 101Blog Free Tools 101 Instructional Blog Content Questions/Discussion

Mentoring the Adult How do you handle these issues? Expectations of Mentees Confidentiality Rewarding Mentees Relationship Boundaries Mentor Competence Mentor/Mentee Etiquette Levels of Comfort/Challenge Communications Skills

Mentoring the Adult Adults tend to be goal-and relevancy-oriented, learn experientially, and approach learning as problem-solving. They learn best when new skills are associated with previous experiences They need to have input into the planning and learning processes.

Mentoring the Adult They need a variety of learning options and have opportunities to analyze and expand on what they learn: AND They need to be able to apply what they have learned in practical situations related to their own lives.

Mentoring the Adult

Adults have different modes of learning; some may learn best by seeing, others by hearing, and still others through touch and movement. Mentoring may increase the transfer of learning because it provides: A range of activities that accommodates different learning modes (e.g., learning in groups/learning individually);

Mentoring the Adult Opportunities to practice; Individualized feedback; and Follow-up support (Taylor, 1997). Involving protégés in the planning of mentoring and helping them see the value of mentoring activities keeps them involved. Information-sharing between both parties helps to grow a Professional Learning Community.

Mentoring the Adult

First Things First 1. Identify Mentoring Goals Identify Mentoring Content Identify Mentoring Strategies 2. Match Mentors & Mentees 3. Identify Mentee’s Goals 4. Establish Frequency & Duration 5. Assess & Evaluate Mentoring Program – 6. Adjust and Redefine Goals

Time is the Most Difficult Obstacle to Overcome in a Mentoring Program Our goal is to be flexible, to be amenable and innovative: Using Face-to-Face, Mentor/Coaches, Resource Websites, , Blogs, videos, audios, online third party PD, chatting, Skype, and ITV.

Mentoring Goals Assist Mentees in reaching SBEC Technology Competencies Assist Mentees in successfully implementing Hybrid Teaching Techniques (Online & Classroom Methods) – 21 st Century Skills Build a Professional Learning Community – Establish a Network of Learners – Blogging & Journaling Reduce Isolation & Address Individual Needs of Mentees Target Areas for Reflections & Improvement Equip for the Future – help them to become self-reliant Celebrate Successes!

Content Blog 101, 201, 301, & Free Tools Face- to-Face Inservices InfoSource (SimpleK12) Atomic Learning Resource Website Mentors’ Blogs Grant Blog Project Share

Strategies – 5 Ms Model: PLC/Products/Communication/ Instruction/Competencies Manage: Document/Supervise/ Self-Reflect & Self-Assess Mentor: Coach/Tutor/Opportunities for Guided Practice Monitor: Observe/Adjust/Conference/ Shift focus as Mentee becomes more confident Motivate: Praise/Cheerlead/Blog Parties

Needs Assessments Share needs with Principals, Charlsie, and Dr Rousseau We need to mentor you and adjust to your needs Do NOT forget to Reflect and Comment on YOUR OWN Needs!

Mentors & Mentees You can actively recruit your Mentees, but please make sure that the Mentee has made the choice. You can creatively advertise – posters, s, chocolate! Those who do not select Mentors will be given options.

Mentor/Mentee Relationships

First Few Sessions Talk, Discuss, and Try to establish a baseline Things to use: InfoSource Assessment Self-reporting Survey Immediate Classroom Need Help them fill out their Professional Learning Calendar

Decisions When will you meet? How often? For what length of time? For what purpose? How many Mentees will you be able to Assist? How will you Assess your progress as a Mentor? As a Mentee?

Mentor’s Workshops How often? For what purpose? For what length of time? How will we measure the Mentor Program’s Success?

Mentor Contract Look over the contract and let’s clarify any questions. Look over SpreadSheet and clarify any questions. Set for yourself short and long-term goals. (Examples) Mentor 5 teachers until they are comfortable in producing digital content Present at TCEA next year

4 Levels of Evaluation Reactions to the mentoring experience. Knowledge and skills gained as a result of the mentoring experience. Changes in instructional behavior as a result to the mentoring experience. Improved learner gains resulting from changes in instruction. See Mentoring Competencies

CONTRACTS & PAY SCHEDULES Mentor Contract AND SPREADSHEET Mentor Contract SPREADSHEET

Mentor Blog A Place to Share: Ideas Great Websites Resources Techniques Ask Questions Post Best Practices Discussions First Entry: FREE TOOLS for the Classroom

Resources About Mentoring: online.org/pubs/Mentoring%20Guide.pdf online.org/pubs/Mentoring%20Guide.pdf pdf pdf

Resources about 21 st Century Education Videos: Intrinsic Motivation: Assessment:

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What’s the Point?

Hybrid Instruction Hybrid or Blended Instruction has topped the list of the most valuable learning environments for student achievement. Supporting learning 24/7 with both Face-to-Face and Online Content Supporting multiple learning styles Supporting all types of learners Creating a PLC for all stakeholders (parents, students, other teachers) Prepares stakeholders with 21 st Century Skills.

What is a 21 st Century Learner? Video: Handout: Twenty-First Century Skills How can we prepare them and have an exciting time doing it?

BLOG g_101.html g_101.html

Blog g_201.html g_201.html

Free Tools e_Tools_101.html e_Tools_101.html

Instructional Blog Content ructional_Blog_Content.html ructional_Blog_Content.html

Review Questions