Parkway School District Summer, 2009

Outcomes Why Mentor? Phases of New Teacher Development Roles of the Mentor Teacher Responsibilities and Expectations of the Mentor Teacher Ongoing support for Mentors Anything else?

Check-in and Introductions Who’s here? Have you mentored previously? Why are you mentoring again?

Your Mental Model of Mentor? What is your current understanding of what a mentor does? Think- Who mentors you? What do they do? What do they say? What do they NOT say? What have you done as a mentor? Write your thoughts. Pair- Talk with a partner about yours thoughts Share- Be prepared to share some of your partner’s thoughts

Mentor- from Greek Mythology Mentor was a friend of Odysseus. When Odysseus went on long journeys, he entrusted his son, Telemachus, to Mentor. Mentor’s role was to provide advice, guidance, and support to Telemachus in his father’s absence.

Why Mentoring? The growth and development of children is vitally linked to the growth and development of adults in and beyond schools. A successful mentoring program can help teachers respond intentionally with effective strategies to the needs of a diverse population of learners. The early years of teaching are a critical part of a continuum of learning – a link between pre- service preparation and ongoing professional development. From: Mentoring New Teachers Through Collaborative Coaching by Kathy Dunne and Susan Villani

5 Benefits of Mentoring Support for new teachers Reduce attrition More effective instructional strategies for new teachers More effective classroom management Increase in student achievement

Phases of New Teachers Note. Developed from “Perceived Problems of Beginning Teachers,” by Simon Veenman, 1984, Review of Educational Research, 54 (2).

Mentoring Standards (adapted from New Teacher Center at UCSC) Engages, supports and advances the professional learning of each teacher Creates and maintains collaborative school and professional partnerships (for professional growth) Designs and facilitates professional development for teachers Utilizes knowledge of pedagogy, content, and standards to advance teacher and student development (a document for your reference)a document for your reference

Mentor Roles Collegial Guide Consultant Seasoned Teacher Coach From: Mentoring New Teachers Through Collaborative Coaching by Kathy Dunne and Susan Villani

Types of Mentor Support Note. Developed from “Perceived Problems of Beginning Teachers,” by Simon Veenman, 1984, Review of Educational Research, 54 (2).

Mentoring Behavior Continuum

Mentor Responsibilities Offer Support Create Challenge Facilitate Professional Vision

Offering Support Emotional Sometimes humor, sometimes tears Physical Room arrangement, moving books Technical Guidelines for applying procedures, or advice on certain processes Informational Content area resources, practical professional suggestions

How do I offer support? Maintain confidentiality Communicate that you are not evaluative Visit regularly with your mentee Your Lead Mentor has sample reflection guides too Provide feedback

Creating Challenge Goal-driven Goal-driven conversations ensure productive use of time Set goals for “next” meeting Data-focused Look at student work together Thought-provoking Encourage problem solving and decision making Build connections between theory and classroom practice

How do I create challenge? Encourage your mentee to use the mentor/mentee release day. Plan this day together. Invite your mentee into your classroom to observe something specific. Observe your mentee when he/she is ready – encourage him/her to ask for specific feedback.

Facilitating Professional Vision High expectations for self and students Refer to Parkway Teaching Standards Support the new teacher’s PGP Lifelong learning “We don’t learn to teach, we learn from our learning.” Professional identity As mentors, we need to model this on a daily basis.

How do I facilitate professional vision? Assist mentee in writing PGP. Serve as a resource to foster professional growth (share articles, information about current research) Keep track of the mentor/mentee logmentor/mentee log

Charting your work Mentor Responsibilities Sample form to guide your time with mentee 30 hours – what counts? What doesn’t? Sample monthly log

Parkway’s Expectation of you as a Mentor Teacher Build a relationship with your mentee Mentor during New Teacher Orientation in your building (1 day=$100.00) Elementary, Aug. 7 th and 11 th Middle and High, Aug. 10 th and 11 th Contact your Lead Mentor about this Meet regularly with your mentee Put weekly or bi-weekly dates on the calendar in the beginning of the year (ex. 1 st and 3 rd Wednesdays at 7:30) Honor Confidentiality Participate in monthly support and development sessions with your Lead Mentor

Professional Development for YOU! You will meet with your Lead Mentor regularly throughout the year for support and development around your role as a mentor PD library at ISC Lead Mentor and PDC reps are your “district” connection

Contact information: Your Lead Mentor 0r Ann LoPiccolo Staff Development Facilitator ISC