1. Reflections of: Mentor-Inductee-Coordinator
Roxanne M. Williams Ed.D.
Nicole Steel
Erica Bishop
INTC 2017 Conference
Reflections of: Mentor-Inductee-Coordinator

2. Teaching is a Journey! Question the rolling suitcase brought to school
Wonder at your own effectiveness – D.O.L. sentences
Enjoyed opportunities to learn from others & grow – Pass on to others
Induction & Mentoring Program – Meeting needs, networking, achieving self-efficacy, and engaging in inquiry

3. How Does Professional Development Really Happen?
Developers, influencers, & learners find their roles overlap!

4. Format of Session Overview by Coordinator
“Teacher as Learner“– Erica Bishop (inductee)
“Teacher as Influencer“– Nicole Steel (mentor and previous inductee in the program)
“Teacher as Developer“– Roxanne Williams (coordinator and designer of the program)
Audience response system survey throughout
Audience will write questions and comments on post-it notes throughout the three conversations
After 3 conversations, audience will place post-it notes on butcher papers
Open Questions

5. Audience Roles Inductee Mentor Mentor Coordinator Administrator Other
What is your prime role, in context of mentoring?
Inductee
Mentor
Mentor Coordinator
Administrator
Other

6. Coordinator Overview
Induction-Mentoring Program Coordinator – Overview of IC’s program and program changes 2003 – 2017.
Looking to comments of Nicole and Erica

7. Support of Inductees – Meeting Needs
New teacher’s fear and isolation needs to be addressed
Mentor is a friendly, familiar face in the sea of new acquaintances
“Relationships is all there is”

8. Summer Meeting for Inductees & Mentors - Networking
Induction Day – Golf, camping, & candy themes
Socialize between mentor-inductee pair & other pairs!
Explain program – Induction Manual
Answer common questions (pay check, how to get a sub.)
Harry Wong’s First Days of School

9. Summer Meeting for Mentors -Networking
Mentor Training Day – Own research, Mohr’s Phases of First Year Teaching, Wellness Checks,…..
Discuss what learned with mentor peers
Review previous training
Explain current research
Emphasize classroom observation
Plan for Induction Day

10. School Year Mentor Training – Building Mentor Self-Efficacy!
Monthly Mentor Training Meetings
Podsen & Denmark’s Coaching & Mentoring First-Year & Student Teachers
Eight competencies – 8 plus meetings
Emphasis on classroom observation

11. School Year M-I-C Group Meetings – Networking & Engaging in Inquiry
Monthly Meetings: M-I-C Group (Mentors-Inductees-Coordinator)
Inspirational
Discuss a monthly topic from Charlotte Danielson’s Framework

12. M-I-C Group Meetings, Cont.
Some ways we addressed Danielson!
1d: Connecting to a professional article - Discussion of cell phone usage in classroom (Demonstrating knowledge of resources)
2e: Touring classrooms (organizing physical space)
4c: Parent panel discussion (Communicating with families)
4d: Extra Curricular Fair (Contributing to the school and district)
4e & 4f: Jointly presented at a conference (Growing & developing professionally; Showing professionalism)

13. M-I-C Group Meetings: Mentoring Packet – Engaging in Inquiry
Next month’s mentoring packet is handed out (sample)
New monthly topic (Danielson)
Planning Guide with individualized inductee goal
Observation requirement with checklists
Article
Treats

14. School Year M-I-C Trio Meetings – Self-Efficacy; Meeting Needs
Monthly Meetings: M-I-C Trio (Mentor-Inductee-Coordinator)
Questions answered & support given
Ideas shared for meeting needs & connections to group meetings
Coordinator senses pulse of pairing
M-I pair is accountable – goal & learning

15. School Year M-I Pair Meetings – Meeting Needs
Weekly Meetings: M-I pair (Mentor-Inductee)
Offer support to inductee
Answer questions about the school, district, policies, etc.
Act as a sounding board (may vent)
Monthly Packet

16. School Year Observations with Purpose – Engages in Inquiry
Classroom observation taught in stages to inductees and mentors
Leads to cognitive coaching, peer coaching, and action research
Induction Manual contains Observation Guide based upon Podsen & Denmark’s work (sample)

17. Research Based Program Design
Program design is based on research
Evertson & Smithey, statistical evidence for mentor training
Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching
Podsen & Denmark, Coaching & Mentoring First-Year & Student Teachers
Harry Wong, The first Days of School

18. Connections Outside of IC - Networking
Second school district in IL to ISBE approve induction-mentoring program
UIS
Presentations
INTC, ASCD
KDP
Website
Research

19. Change in Program
Four Year Program Changed to Two Year Program – Peer Coaching and Action Research Eliminated
Handbook on School Website
Full District Program
Danielson Framework Topics Addressed Differently

20. Audience Information We do not have one This is our first year
How long have you had an induction/mentoring program in your school district?
We do not have one
This is our first year
Less than 5 years
5-10 years
10 plus years

21. Audience Information Cont.
How much change have you seen in your induction-mentoring program, based upon your exposure to it?
None
Some
Much
Extreme
Unsure

22. Inductee: Teacher as a Learner
Erica Bishop
3rd Year Teacher
Pre-K

23. Teacher as a Learner What it means
Motivation to be the best teacher I can be
My Mentor

24. The Impact of Mentoring
Gave me direction in the classroom
Set and achieve attainable goals
Opportunities to reflect
Observations
Comradery
Induction Day
A better educator
Without a structured mentor program

25. My Advice To new teachers: Be open and take full advantage.
To mentors: remember your own experience when you started
To administration: Mentoring Programs are SO important.

26. Mentor: Teacher as Influencer
Nicole Steel
8th year as Pre-K Teacher
Illini Central

27. Connect Connect on a topic outside of work.
Build a trusting relationship that will allow you to truly communicate.

28. Observe Spend time in each others class.
Allow Mentee to observe and see how a day goes (both good and bad).
Spend time in Mentee’s class to know what is happening.
Celebrate the good!

29. Support Find out where they feel they need help. Forms to help
Podsen & Denmark Text Pg. 58 needs assessment for beginning teachers
Monthly planning guide
2e organize physical space
4e growing and developing professionally

30. Listen
Be available
Be attentive
Empower

31. Invest
A lifelong educator
My lifelong coworker
My child’s teacher

32. Coordinator: Teacher as Developer
Program impact on my learning & influencing
How are local, state, and federal policies impacting teacher recruitment and development?
How have you creatively repurposed time and resources to provide more opportunities for peer-to-peer support or more time for professional learning?

33. Audience Interaction
Post it Notes
Inductee
Mentor
Coordinator

34. Audience Response No effect Some effect Much effect Extreme effect
How effective do you perceive your program to be in context to teacher professional development?
No effect
Some effect
Much effect
Extreme effect
Unsure