Mentor Teacher Workshop 2009 Nancy Sharpe Strawbridge, Ed.D., Principal Bay Creek Elementary School, Walton County Public Schools

Nancy Sharpe Strawbridge, Ed.D.2 Welcome... Our wiki site is: Please try to read the discussion board and post something each month about your mentoring experience.

Nancy Sharpe Strawbridge, Ed.D.3 Goals of mentoring... unprecedented retention of exceptional teachers (or teachers with the potential to be exceptional) the beginning of a pool from which to grow exceptional school leaders a rewarding (or at least learning) experience for the mentors

Nancy Sharpe Strawbridge, Ed.D.4 Things to think about... “a mentor may be the only reason a beginning teacher stays beyond the first year or two—the difference between someone leaving our profession or becoming a master teacher” Research has found that novice teachers working with mentors possess higher levels of teaching skills than new teachers without mentors (Evertson & Smithey, 2000). Mentors NEED to be excellent teachers who believe that there is more than one way to do almost everything!

Nancy Sharpe Strawbridge, Ed.D.5 What matters to new teachers... the opportunity to observe other teachers common planning time with other teachers in their grade/area assigning new teachers to smaller classes, holding new teacher orientation prior to the start of school providing constructive feedback based on non-evaluative classroom observations assigning mentors to new teachers Andrew, Gilbert, & Martin. The First Years of Teaching: Disparities in Perceptions of Support (2006)

Nancy Sharpe Strawbridge, Ed.D.6 What do your principals have to say? Stay positive—no matter what! Don’t clue new teachers in to building gossip and nay- saying. Speak highly of colleagues and district personnel. Emphasize work ethic and commitment to students. Help your protégé “fit in” and thrive in the culture in your building. Encourage your protégé to ask for help when needed!

Nancy Sharpe Strawbridge, Ed.D.7 What makes a good mentor? Commitment Intelligence Good oral and written communication skills Ability to accept the beginning teacher—the ability to ask the right questions, not just provide answers Ability to accept multiple, alternative solutions to simple and complex problems Skilled at providing instructional support Interpersonal skills in a variety of contexts Model for continuous learning Ability to communicate optimism and hope

Nancy Sharpe Strawbridge, Ed.D.8 Roles a mentor may play... Advisor—providing useful information; offering social and emotional support Role model—modeling success in the school and the school system Coach—helping a protégé to work through and solve problems and accomplish goals; teaching him/her how to “decode” the school culture Supporter—promoting a protégé and giving him/her access to a mentor’s professional network Friend—assisting a new teacher in finding his/her way in the school, school system, and area

Nancy Sharpe Strawbridge, Ed.D.9 Often mentors are selected for the wrong reasons –Because it is “their turn” –Because they have been in the building longer –To make the mentor feel good??? –Because they are a good teacher (will a good teacher necessarily be a good mentor?) –If you think this may be you—let’s talk!

Nancy Sharpe Strawbridge, Ed.D.10 Important stuff... General orientation and procedural things—how things work around your building The Media Center and teacher work areas Supplies, machines, finding what is needed, ordering procedures Safety drills—fire, tornado, etc. Attendance, leave requests, AESOP Lunch—when and where... the bathroom!

Nancy Sharpe Strawbridge, Ed.D.11 Really important stuff... Getting ready for students Planning for the first few weeks Discipline procedures Communicating with parents System instructional initiatives The Georgia Performance Standards Working with instructional coaches, grade & department chairpersons Pyramid of intervention, IEPs, grading, etc. Site specific information

Nancy Sharpe Strawbridge, Ed.D.12 Really, really important stuff... How do you do things around here? What are the unique things about the culture of your building? your principal? your students? your school community? The importance of high quality teaching using scientifically proven practices ALL THE TIME. Helping your protégé to succeed in your building— teaching assignments, assigned students, “reading between the lines?”

Nancy Sharpe Strawbridge, Ed.D.13 “The difference between a beginning teacher and an experienced one is that the beginning teacher asks, `How am I doing?’ and the experienced teacher asks, `How are the children doing?’”

Nancy Sharpe Strawbridge, Ed.D.14 Like the experienced teacher, the experienced mentor will want to know “how is my protégé doing” and “what can I do to bring him/her along.”

Nancy Sharpe Strawbridge, Ed.D.15 Creating a vision for your relationship with your protégé: Define what being a “great” teacher means to you, & think through the kind of relationship that you want to have with your protégé. Set out to purposefully create this kind of relationship with your protégé and lead that person to becoming a great teacher through ongoing, systematic support.

Nancy Sharpe Strawbridge, Ed.D.16 Mentors should... Be in close proximity* Have the same planning time and lunch time* Believe in multiple solutions Have superior teaching skills Be interested in multi-year mentoring Be committed to the school’s vision Have heart! * If this is not your situation—let’s talk!

Nancy Sharpe Strawbridge, Ed.D.17 Mentoring must be... intentional with a clear differentiation of supervision and support. Depending on your protégé's background differentiated support may also be needed.

Nancy Sharpe Strawbridge, Ed.D.18 What does intentional look like? mentors assigned at the time of hiring (April-June) an opportunity to visit in the new school at the end of the year summer contact from mentor, grade chair, and others ongoing support before and beyond the beginning of school; multi-year support as needed opportunities to observe throughout the school

Nancy Sharpe Strawbridge, Ed.D.19 Mentoring that is intentional and deliberate can be your first, best step to contributing to a building level culture that is productive, to enhancing student achievement through excellent teachers, and identifying future teacher and administrative leaders.

Nancy Sharpe Strawbridge, Ed.D.20 Resources The 21 st Century Mentor’s Handbook—Paula Rutherford Why Didn’t I Learn This in College—Paula Rutherford The First Days of School—Harry Wong The Everything New Teacher Book—Melissa Kelly 101 “Answers” for New Teachers and Their Mentors— Annette L. Breaux What Successful Mentors Do—Hicks, Glasgow & McNary Teachers Mentoring Teachers—John Daresh