Mentoring New Teachers Evesham Township Public Schools Mrs. Patricia Lucas Mrs. Susan Screnci Thursday, July 17, 2003

Session I 8:30 – 8:45 Sign-in & Breakfast 8:45 – 10:30 Reflection Traits of Mentor Teachers The Mentoring Process Relating Coaching Guiding 10:30 -10:45 Break

A Reflection

Teacher Mentors Trustworthy Approachable Enthusiastic Competent Receptive Diligent Positive Confident Open Flexible Committed Cooperative Tactful Good Listener

Relating AssessingCoaching Guiding The Mentoring Process

Relating Establishing Trust Paying Attention to Thoughts & Feelings Communicating Nonverbally Relationship of Service

The Role of Trust Think about someone you know and trust. “Because I trust ( ), I …” “When I want someone to trust me, I…”

Thoughts & Feelings

Communicating Nonverbally Synergy between gestures and words Facial Expressions Posture Eye contact

A Serving Relationship Now Serving: Guidance Concern Support Reflection

Mentor- Coach The Goal: A Self-Reliant Teacher

“Raise the Bar” “Observe your mentorees performance and help him or her reach higher standards.” H. Portner

The Pre-Class Conference Meet to discuss upcoming lesson. Pick up on critical words and phrases. Ask for clarity/ specificity. Be patient. Acknowledge and validate answers. Avoid judgmental phrases. Don’t offer direct advice. Summarize & acknowledge feelings, ideas, and decisions.

An Objective Observer: “ A Human Video Camera” Resist becoming a participant. Don’t envision “what you would do.” Don’t focus on mistakes and weaknesses. Look for evidence of student learning. Integrate this with pre-class meeting.

The Post-Class Conference Meet as soon as possible after the observation. Encourage mentoree to assess effectiveness of lesson Probe with open-ended questions. Avoid embedded negatives. Share your expertise.

Coaching Adults True or False? _ 1. Adults would rather learn something in order to solve a particular problem than learn something just for the sake of learning. _2. Adults will take longer to learn something new than will children. _3. It is easier for adults to learn to do a familiar task in an unfamiliar way than it is to learn a completely new task. _4. When learning something new, adults will take more risks than children.

Coaching Adults True or False? T1. Adults would rather learn something in order to solve a particular problem than learn something just for the sake of learning. T 2. Adults will take longer to learn something new than will children. F3. It is easier for adults to learn to do a familiar task in an unfamiliar way than it is to learn a completely new task. F 4. When learning something new, adults will take more risks than children.

Guiding Your Mentoree’s Journey Determine mentoree’s motivation & abilities to to address problems. Use coaching & relating behaviors appropriate to the situation. Use coaching and relating behaviors to “raise the bar”, that challenge mentoree to grow professionally. Monitor your mentoree’s progress, an vary your behaviors accordingly.

Let’s take a break! See you in 15 minutes!

Session II 10:45 12:15 Assessing “Culture” Pearls & Precious “Jewels” Evesham’s Mentoring Plan 12:15 – 12:30 Closing Thoughts

Assessing: The Mentor’s Function 1. Gather and analyze data to determine mentoree’s needs 2. Identify resources and strategies to support those needs 3. Determine how your mentoree will best receive and process information.

Categories of Need  Curriculum  Instruction  Assessment  Classroom Management  Lesson Planning  School Policy  Parents & Community Emotions

A Treasure Hunt for Resources US Dept. of Education National Ed. Association Links to “Some Teacher Mentoring Resources” Link to Kathy Schrock’s Guide for Educators Links to lesson planning, technology in classroom, national standards Supports balanced literacy approach Houghton Mifflin Education Place- lots of great, practical links

Evesham Township Local Mentoring Plan I. Implementation of comprehensive schedule of support & guidance during a 30 week cycle. II. Selection of master teachers to serve as mentors. III. Comprehensive training for prospective mentors. IV. Training opportunities for mentorees in standards driven instructional strategies. V. Stipends for mentors.

Mentoring Guidelines/Schedule 1. Personnel office notifies curriculum dept. & principal of new teacher requiring mentoring. 2. Assistant Superintendent assigns a supervisor to each mentor. 3. Principal and supervisor select appropriate mentor. 4. Mentor teacher attends New Teacher Orientation. 5. Principal & supervisor determine mentoring team meeting schedule. 6. Mentor and mentoree plan half-day peer coaching visitations. 7. All participants on team present during meeting.

WeekMentoring Team Meeting AgendaResponsible 2 Plan meeting dates & discuss purpose. Set up mentoree visit to mentor’s class. Led by Principal & Supervisor. 4 Discuss mentoree’s visit to mentor’s class. Mentor/ mentoree 6 1 st formal observ. Completed by supervisor & discussed. Set up mentor’s visit to mentoree’s class. Led by Supervisor. 8 Discuss mentor’s visit to mentoree’s class. Discuss 1 st informal observation by principal/VP. Open discussion by mentor & Principal/VP. 10 2nd formal observation completed by principal/VP & discussed. (District and state forms.) Led by Principal/VP

WeekMentoring Team Meeting AgendaResponsible 12* Discuss 2 nd informal observation by Supervisor. Led by Supervisor 15* 3 rd formal observation completed by Supervisor will be discussed. (District form) Led by Supervisor 20* 4 th formal observation by Principal/VP completed (District and State forms.) Discuss. Led by Principal/VP 30* Discuss overall evaluation of mentoree using State summative form. Led by Principal/VP & Supervisor

Training Opportunities for Mentorees Pre-service training & New Teacher Orientation District Bi-annual Staff Development Calendar In-service days Grade and department level meetings

Stipends for Mentors Traditional Route & Special Education Teacher Mentorees # of WeeksMentor Stipend 10 weeks$ weeks$ weeks$550

Stipends for Mentors Alternate Route Teacher Mentorees # of WeeksMentor Stipend 10 weeks$ weeks$ weeks$1,000

“Culture” Pearls & Precious “Jewels” What are some elements of your school “culture” your mentoree would treasure to make his/her enculturation experience smoother?