Mentor September Forum #1 Targeted Support for BTs “ It’s all about student achievement.” CIC:

Connecting Forum Structure Part A

Agenda Outcomes and Norms Connecting Activity Targeted Support for BTs - Using Attitudinal Phases of First Year Teaching - Addressing BTs’ Needs Identified by CIC Reminding BTs of Dates and Available Training Closing

Outcomes Mentors will know how the phases chart helps anticipate and understand BTs’ needs Mentors will be prepared to give specific targeted support needed by BTs as identified by CIC. Mentors will be aware that BTs need reminding of important dates.

Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

Introductions Going around each table (room, if you have a very small group) and state: Your name What you teach Something that will make us all smile

Learning Forum Structure Part B

Targeted Support for BTs

PHASES OF FIRST YEAR TEACHING: ATTITUDES TOWARD TEACHING Moir, Ellen (1990) New Teacher Center, Santa Cruz, California

Anticipation Phase has likely come and gone BTs were excited about: Having a job/getting a paycheck Committing to changing the world Getting/decorating their room Making teacher friends Preparing to greet students Planning exciting and engaging lessons

Focus on Survival and Disillusionment Participants will be assigned to either a “Survival” group or a “Disillusionment” group. Each participant will read Ellen Moir’s narrative of their assigned phase. The recorder for each group will write ideas from the group about what a BT needs if in their assigned phase and ideas about how the BT’s mentor can support the BT to address each need. Make a poster using the t-chart template.

Assigned Phase Icon BT Needs Mentor Support T-Chart Template Draw a chart on poster paper using this template. Design an icon that represents your phase. Specify three BT needs. For each need, identify a way to support the BT.

Share Charts Each group will display their chart and chose a reporter. Each reporter will share out one BT need and one way to support the BT that addresses that need. After each group has shared, determine if there are significant common BT needs that should be addressed with campus training.

Common Concern: Classroom Management Since classroom management is an easily predictable common concern for BTs, the BT Forum #1 focused on addressing and preventing behavior issues. Mentors can reinforce the training by encouraging their BTs to prepare and practice responses to minor behavior infractions. Mentors should help BTs master responses that are in a brief, calm, immediate, and consistent manner.

Assertive Approach to Intervention Be sure your message is clear Use proximity Stay calm and lower your voice Keep the focus of your message on the behavior Be direct and specific Be firm and matter of fact Specify any consequences Follow through with accountability Be consistent Be fair

Effective Intervention Practice Form groups of three and assign roles: - Student - Teacher - Observer Student chooses a scenario from the stack of five and reads it aloud Teacher role-plays a response directed to student Observer gives positive feedback to teacher Teacher incorporates feedback from observer and responds to the same scenario Teacher asks observer for specific advice and gives a polished response to the scenario Repeat the above activity 2 more times until each participant has played all 3 roles

Discovery of BT Needs by CIC Examples of what might be listed by CIC : Lack of mentor entries in MAS Lack of grades in Gradespeed by BTs BTs not showing up for teacher duty

Reminding BTs: What, When, and Where

Instructional/Testing Dates Examples of what might be included : BOY Math and Reading District Assessments District Bench Mark Assessments ( Continue to generate campus specific dates / topics )

Available Training for BTs Log on to Follow this pathway: Click on PD Departments Click on STEP (which stands for Supporting Teachers through Exemplary Practice) Click on New Teacher.

Managing Forum Structure Part C

Dates/Deadlines for Mentors Training requirement is differentiated. Explanation is found in DOCUMENTS on mentor website page. Log on to Click on Documents Open September 4, Mentor Training, Stipends, and MAS Activity.

Registering for On-Line Courses Enroll in the course via eTRAIN. Note the start-date of the course. Log on to the HUB. Look for your course in the GO TO fdrop down menu. All online courses, except for EL0111 will close in seven (7) days from start date indicated in eTRAIN.

Closing Forum Structure Part D

Reflecting on the Training Complete the CAL Survey: What’s working? (What is going well so far this year in your role as a mentor?) What are your challenges/concerns? (Have there been any challenges or concerns that have not been easy to address or to solve?) What might be your next steps? (What might you do to address any pending concerns? How will you use what has been addressed in this training?) What can I do for you? (What can I do to help you, your BT, and the mentoring program on our campus?)

Training Survey Indicate on the CAL Survey if you have registered for the Rick Smith Classroom Management training? Indicate the applicable courses you have completed? - Check the boxes for the completed courses. - To the right of the courses that you have not completed, write the date that you anticipate you will have it completed.