1. Prep and materials
Have BEST webpage open so you can show participants how to navigate to Tools and Templates. (We know this is clunky right now. We are waiting to update when new OSPI website available.) You may want to have available a few paper copies of the Tools we use in this session.

2. OSPI Mentor Roundtable Professional Development for those who support the growth of NOVICE Educators Welcome!
Mike Esping
ESD 112
Coordinator Of Educational Initiatives and Professional Learning
Regional Employee Recognition
National Board and Pro Cert Support for Teachers
OSPI BEST Induction Coaching
Professional Learning Systems
Danielson Framework Trainer; ESD 112 Region TPEP
Clock Hour Consortium ESD 112
Alternative Routes Certification Program
Insert your name as facilitator

3. Put this slide up at the starting time for your roundtable or a few minutes before.
Complete this statement: Observing a colleague and giving feedback is like this image because . . .

4. With an elbow partner:
Introduce yourself. Share your completion of the statement and a BRIEF explanation..
If eight or less participants, do a QUICK go around where each person shares their response. If a large group at tables of six or less consider sharing at table groups. If a large group with large table groups, just partner share.
Listen in to responses to get a sense of the group members comfort with observations and opportunities to connect content with what they said.
Keep this activity very short.. Main goals are to get folks talking and thinking about observations. Save time for conversations later once they have seen new material.

5. Synectics from Groups at Work by Lipton and Wellman
What Make connections between two unlike things (an abstract idea and a visual, for example). Why On time/on task/on topic Engage prior knowledge Set tone for participation Prompt new perspectives on important concept
Synectics is what the photo activity is called and the purpose behind the activity.
Point out that we share the WHAT and the WHY so participants can consider how they might use this in other settings.
-On time/on task/on topic refers to Lipton and Wellman’s idea that we start with activities that are not just “fluff” icebreakers rather tasks that get participants thinking about and discussing the topic. We start promptly to model this expectation and use an activity that can be done in varying lengths of time to accommodate for those arriving a little late.
-Engage prior knowledge is self-explanatory. It also surfaces participant feelings on the topic and helps the facilitator take a read on the room.
-Set tone for participation - We want all minds and bodies in the room. By having an interactive activity at the start we set this expectation. A partner share means it is more likely that ALL participants will speak within minutes of arriving in the room. Those who speak now are more likely to continue to participate and have a voice during the session. Monitor for partners that may not be sharing air time. Prompt accordingly for the group or individuals.

6. Roundtable purposes:
to connect with others in our region who do similar work
to continue to learn about instructional mentoring & induction
to refine and develop our mentoring tools & skills
to give and receive coaching around issues and concerns
This slide and the next are used for ALL roundtable presentations because they:
reinforce the value and purpose of roundtables
orient/remind new and infrequent participants to our goals
outline the general structure of our sessions
If you are getting a lot of folks who are new and have not attended the academy, this is a place to let them know about the academies and encourage them to get that training.

7. Learning Structure: Acquiring new* information/knowledge
Practicing/developing skills
Networking
Reflecting on our practice
*New, knew, or re-new
Each roundtable has new ideas or information that builds on what we learned at the Academy.
There are always coaching conversations which help us practice our skills and reflect on our practice.
By interacting with others, we are exposed to new ideas and alternative ways of doing this work. We see our own work in new light. We develop our own network of support.
*New, knew, or re-new refers to the idea that not all information/ideas will be new to each person every time and that is okay. Sometimes we get new information, other times the information may be something we know and it reinforces for us that we are doing good work, and at times we hear ideas/information that remind us of practices we used to use and for whatever reason have stopped and may want to restart.

8. Today:
Formative Assessment & feedback through observations

9. Individual Reflection
One goal of mentoring is to help new teacher learn to reflect as part of their daily practice and use it to grow and improve professionally. Think about your experiences being observed, observing others, giving and receiving feedback. How have these experiences helped you and others grow?
It is important to provide time for individuals to reflect. Ask them to write silently OR give them quiet think time. Remind group of importance of think time and silence.

10. Formative Assessment is key to helping novice educators learn and grow professionally.
Regular observations by and feedback from mentors provide critical formative assessment info novices need to grow.
We have STANDARDS for induction in WA State that guide our work. Each of 6 standards has elements and descriptors. Mentoring is a very important component of comprehensive induction but it is only ONE component. We must also attend to all standards including today’s focus: Formative Assessment through ongoing observations with focused feedback.
Keep this activity short.. (3 min) Main goals are to get folks talking and thinking about observations. Save time for conversations later once they have seen new material.
The induction standards are available online. See WA State Induction Standards for specifics regarding the Formative Assessment Standard. Available on BEST website

11. Observations Mentor observes mentee (focus today)
Mentor and mentee observe accomplished peers together
Mentee observes mentor (optional)
Remind mentors that mentors observing mentees is a required component of the grant.
Full-release mentors are expected to observe each mentee a minimum of 8 times per year.
Colleague mentors are expected to complete a minimum of four observations per mentee.
Mentors and mentees observing together is an optional part of the grant and based on teacher request/need. Based on the situation, districts may provide support for this in different ways.
FOCUS for today is first type – mentor observing mentee.
At the heart of all three types of observations above is the opportunity for new educators to set goals and have learning opportunities that contribute to those goals. Keep the focus on this rather than requirements. Speak in a way that shows your positive pre-supposition that they want to meet this requirement of the grant.

12. Observations w/feedback
Provide us with:
an outside perspective
specific examples of practices we are using
Information/data regarding our behaviors
Information/data regarding student behaviors
opportunities to experiment & explore new practices
opportunities to reflect on our practice, set goals, & get feedback on our progress towards our goals
Note importance of the feedback

13. Elbow partner discussion
With an elbow partner discuss ideas what you value about the observation and feedback process and any additional benefits you see.
OPTIONAL SLIDE – for those of you with shorter sessions consider deleting this slide.

14. Obstacles to observations
Scheduling
Resistance by the mentee
Unconscious resistance on our part
Even though we value observations, we encounter obstacles. These three are some of the key roadblocks we encounter.
We will discuss our role today.
(I hope to cover resistance by the mentee next month.)

15. Resistance on our part
Before looking at the role of others, consider roadblocks we may be consciously or unconsciously creating.
We may have unconscious conflicting values, ideas, and emotions around observations.
When faced with “unconscious” value conflicts, our brains may subconsciously find ways to “avoid” the conflict.
By identifying conflicting values, we can consciously address them.
This month we will look at our own role in this .
State that many are already being successful with observations. Tho that is the general topic, encourage those who are being successful to consider other areas they may be experiencing unconscious conflicts.

16. Consider:
Many school cultures see observations as only part of evaluations and considered “scary” or “bad”.
We work hard to build a relationship with each mentee and don’t want to mess it up.
We may have limited practice or experience observing others, collecting observational data, and giving adults feedback.
As veteran educators, we are used to doing a lot of things well and may be afraid of “doing it wrong”.
Most people want to be liked.

17. Examples of unconscious conflicts:
We want the mentee to like us. - We view observations as “bad”.
We appreciate receiving feedback. - We are afraid of giving feedback that may be misunderstood or seen as criticism.
We value helping others by offering solutions. - We know the importance of coaching conversations to help the novice find their own solutions.
We value being helpful. -We are afraid we don’t have the skills to help.
We value our time. - We are afraid the mentee doesn’t value feedback and the time spent will not be useful.

18. Unconscious responses
When faced with unconscious conflicting values, our brain may subconsciously “avoid” the conflict.
For example, we might:
Build up obstacles to seem bigger than they really are
Reject possible solutions without trying them
Focus on others’ contributions to the problem
Jump to conclusions about others’ intentions or motives
Overschedule ourselves so we don’t have time to think & reflect

19. New partners
Find a new partner by making eye contact with someone not at your table.
Introduce yourselves.
Arrange yourselves side-by-side, knee-to-knee.
Determine who is A and who is B. .

20. Practicing and Developing Our Skills
Reminder:
a b c d e f g h i j k l m n o
It is important that participants have an opportunity to extend, refine, and practice the conversation skills that are taught at the Mentor Academy.
A brief review of extension of the skill set followed by a practice conversation and debrief.
Remind partners re: importance of listening, attending fully, paraphrasing before questioning. Also, a reminder that paraphrases are essential and questions are optional.
Paraphrase,
then question.
r s t u v w x y z

21. Coaching—Round 1 Coach (A) Listen
Paraphrase to acknowledge and clarify.
- Use “why is that important to you?” to deepen partner’s thinking.
Colleague (B)
Reflect on unconscious conflicting values. What (if any) are you experiencing.
If your group is very successful scheduling and completing observations, point out that they can talk about unconscious value conflicts in any arena.
Announce how much time they will have. Aim for at least Encourage them in advance to continue the conversation and not switch until announced. Often those last moments that may be awkward at first are where breakthroughs happen.

22. Coaching—Round 2 Coach (B) Listen
Paraphrase to acknowledge and clarify.
- Use “why is that important to you” to deepen partner’s thinking.
Colleague (A)
Reflect on unconscious conflicts.

23. Individual Reflection
Take two minutes to reflect on:
Your role in successfully accomplishing observations
Unconscious conflicts you may be experiencing
The coaching conversation you just had an anything about the coaching craft that you noticed while coaching or being coached.

24. Building our feedback skills
Mentor Academy review of effective feedback
Data Collection tool
Principles of practice refresher
This slide introduces the next section of the roundtable.

25. Effective Feedback provides information that can be used to improve practice. It is…
Aligned with goals*
Descriptive
Objective - measurable, observable
Timely
Actionable
Tied to WA State 8 criteria
Not evaluative
Not praise
Not blame
Not advice
This is a reminder from the Mentor Academy.

26. Principles of Practice
Feedback:
Data
Facts
Objective terms
Numbers
Some examples:
Scripting
Coding
Tallies
Principles of Practice
A written or verbal statement by mentor that:
Identifies effective teaching practices observed
(What teacher did/does)
Explains how the practice impacts student learning
(Why the practice is important)
Optional: Includes something for the teacher to think about that might elevate the teacher’s practice
Two types we discuss in the Academy

27. Data Collection Example – Scripting & Coding
Classroom Management Example
This is a DATA feedback tool from the Mentor Academy.
Give brief overview of document and share alternative ways mentors might use this.
One way to use it:
Mentor might use paper or computer to record teacher directions during observation.
Mentor then fills in time, script, and student response columns.
Mentee uses codes to complete teacher behavior column.
Mentee and mentor have a coaching conversation re: mentee reflection on the data.
Adaptations:
The template is on the BEST Mentoring web page under “Tools and templates”
The teacher behaviors on this form are related to classroom management.
Folks are welcome to add or change to fit the goals of the observation.
For example teacher behaviors might be changed to be think aloud, pausing, modeling persistence, wait time, using questioning strategies, etc.
OR for example, if the teacher is learning about teacher talk moves in math the mentor might record the teacher script and student responses. The new teacher would code each statement for what type of move it is and reflect on its effectiveness. IF a teacher is looking at wait time, the mentor might record time and script…

28. Data Collection As table groups, discuss:
your ideas for using the scripting tool
questions you have about its use
other observation tools you use

29. One way of giving feedback is by naming a Principle of Practice.
A principle is defined as, “a fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning”.
Reference that in the Mentor Academy, we learn ways to give feedback to novice educators including referencing “principles of practice”.

30. Principles of Practice
These are instructional practices that are widely recognized as being of value to the learning process.

31. Purpose
Lipton and Wellman state that, “Connecting a specific strategy or solution to the broader principles of effective practice provides an opportunity to learn and apply the principle, as well as the individual idea, in other situations.”

32. Purpose Naming principles of practice:
Helps teachers recognize what they are doing well.
Brings effective teacher behaviors to a conscious level so the teacher can access and use them intentionally
Helps the teacher consider and discuss ways to effectively transfer behaviors they have mastered in one situation to other situations in the classroom
This is a DATA feedback tool from the Mentor Academy.
Give brief overview of document and share alternative ways mentors might use this.
One way to use it:
Mentor might use paper or computer to record teacher directions during observation.
Mentor then fills in time, script, and student response columns.
Mentee uses codes to complete teacher behavior column.
Mentee and mentor have a coaching conversation re: mentee reflection on the data.
Adaptations:
The template is on the BEST Mentoring web page under “Tools and templates”
The teacher behaviors on this form are related to classroom management.
Folks are welcome to add or change to fit the goals of the observation.
For example teacher behaviors might be changed to be think aloud, pausing, modeling persistence, wait time, using questioning strategies, etc.
OR for example, if the teacher is learning about teacher talk moves in math the mentor might record the teacher script and student responses. The new teacher would code each statement for what type of move it is and reflect on its effectiveness. IF a teacher is looking at wait time, the mentor might record time and script…

33. Principles of practice
To use this strategy:
Name the principle
Describe what the teacher did that is an indicator of the practice
State why it is important for students
This might sound like: “An important principle of practice related to (topic) is ________; so a strategy like (describe teacher action) helps students (value of the practice).”
Some things you are doing that support student learning (Teacher Practices)
How this is important for student learning (Principles behind the Practices)
Something to think about:

34. Practicing and preparing
Think of behaviors you have already seen the novice use.
Consider practices that are important in your school or district.
With a new partner at your table, practice stating the behaviors as a principle of practice using this template:
“An important principle of practice related to (topic) is ________; so a strategy like (describe teacher action) helps students (value of the practice).”
Depending on time, have whole or table groups discuss or share.

35. Taking it Back to Our Work
Jot a reminder to take with you….
What’s important to you as you support the growth of teachers and their students?
What do you want to remember from today?
Who might benefit from knowing about this work?
Future Roundtable dates:
ESD Battle Ground
2/ /23 Mentors and Mentees
3/ /23
4/ /27
5/ /27
Have participants partner share one idea from this.
Insert future dates for your roundtable.

36. Clock Hours for Mentoring
This screen shot is hard to see and the website can be a challenge to navigate. So, PLEASE, PLEASE go to website and point out for mentors the opportunity for them to earn clock hours AND the templates that are on the mentoring page. THANKS.

37. Understanding the Developmental Needs of Beginning Teachers
It can be beneficial at each roundtable meeting to check in with mentors about where teachers might be at each point during the year focusing on the teacher’s developmental needs in each phase.
I did not put this in the main part of the presentation as there is plenty and also typically in January folks re somewhat rejuvenated due to vacation : ) Feel free to insert and use, if you would like.