1. 1 Welcome to the 2007 Day 2 Teacher Mentor Support

2. 2 DoE MENTOR PROFESSIONAL LEARNING 2007 Pre ProgramDay 1Between Program Day 2Post Program Promotional material in Ed Times Pre-reading articles Induction in Effective Schools on Website 18 programs in November, repeated in February in 24 locations across the state: THE PRACTICE OF MENTORING Comprehensive Learning Guide Follow up readings & LG Interview Mentoree at least once Mentors talk with Principal and leadership team Further learning opportunities to develop the mentor’s skills & knowledge in 28 locations across the state Follow up readings &LG Links to P&D website Commence planning for the school’s 2008 Beginning Teachers

3. 3 TEACHER MENTOR SUPPORT DAY 2 PROGRAM Reflecting on my Mentoring Relationship Mentoring Stages Emotional Intelligence Principal’s Perspectives - examining mentoring practices in other schools Additional Resources in the Learning Guide

4. 4 LOOKING BACK TO DAY 1 Mentoring is ‘Shared experiences that facilitate a reciprocal process of constructing and examining knowledge’ and skills to improve teacher practice. Thompson L.G. page 30

5. 5 Your Mentoring Relationship...... - How is it going? -To what extent has your relationship been Reciprocal ? Dynamic ? Reflective ? Based on Professional Support ? -What have you learned? L.G. page 71

6. 6 HOW HAVE YOU GONE WITH THE SKILLS COVERED IN DAY 1? Active Listening Observing Reflective Practice Giving and Receiving Feedback Is there a dominant skill used? Why? Is there a reason for the one being used least? L.G. page 72

7. 7 MENTORING STAGES Mentoring is like any other relationship and it will go through predictable stages as the partnership and individuals develop. While the stages may have some characteristics in common they will be qualitatively different from each other.

8. 8 THE STAGES OF MENTORING: At all stages we would expect to see skills: to build a successful relationship i.e. empathy, trust, respect, open mindedness and responsiveness that enable active listening, observation, initiating reflective practice, giving and receiving feedback to facilitate exploration of effective teacher practice within the context of the VIT standards

9. 9 THE THREE STAGES: First Stage: The mentor assists the mentoree – the mentoree is more dependent Second Stage: The mentoree is more self- directed but needs more consistent and frequent feedback - the mentoree grows increasingly independent Third Stage: The mentoree is no longer reliant on the mentor and can provide possible solutions to problems encountered - the mentor and mentoree are interdependent L.G. page 73

10. 10 AS YOU EXAMINE PAGE 75...TALK ABOUT What has been working well? What are your mentoree’s strengths? What sort of issues have you been working through? What can be improved? What are your current priorities? What are the similarities and differences? L.G. page 74 &75

11. 11 MENTORING AT A SCHOOL LEVEL Talk about... Using your work as a mentor as an aspect of your Performance Plan, how has this gone? Meeting with the Principal and leadership team, what was the result? Where is the school at? What has been the level of discussion? How useful has the Learning Guide been as a practical resource to share with others? What useful outcomes, discoveries or strategies can you share? L.G. page 76

12. 12 EMOTIONAL INTELLIGENCE “ a form of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action ” Salovey & Mayer L.G. page 79

13. 13 Threshold Capabilities Adaptive Enablers InternalExternal Technical Competence Management Competence Personal Competence Social Competence Increased Effectiveness ADAPTIVE ENABLERS L.G. page 81

14. 14 ADAPTIVE ENABLERS help you to become a good mentor Personal Competence e.g. your self- awareness and positive self concept, your flexibility, motivation and knowing your own values Social Competence e.g. your ability to build trust and relationships, to engage in reflective inquiry and your highly developed interpersonal and communication skills L.G. page 81

15. 15 PRINCIPAL’S PERSPECTIVES ON MENTORING Wilma Culton Serpell PS Large Metropolitan Chris JoustraMorwell Park PS Medium Rural Ross BevegeBerwick SCLarge Metropolitan 7-12 David AdamsonEssendon & East Keilor DC Large Metropolitan Multi Campus Graham Wood Kiewa Valley PSSmall Rural David FarrellUndera PSSmaller Rural Mark PortmanKinglake West PSSmall Rural Ernie FlemingFlora Hill SCLarge Rural 7-10 Bryan WardTimboon P-12Large Rural Colin Schot Concord SDSMedium Metro P-12 Vin FeeneySt Joseph’s College Large Catholic 7-12 James Laussen Overnewton Anglican Community College Large Independent P-12 How can these case stories be used to inform your school? L.G. page 93 -118

16. 16 EVALUATING INDUCTION & MENTORING All programs should be evaluated in terms of their effectiveness and in planning ahead. activity 9.1 and 9.2 may be useful for your mentoree to complete consider using the evaluation on page 120 and 121 (Induction in Effective Schools) or modify it page 122 may be used for evaluation or planning L.G. page 119

17. 17 POSTER SHEETS Reflective Conversations Expose Assumptions Build Trust Promote Thinking Consider Alternatives What Does Induction Look Like? Guiding Principles …..of Effective Professional Learning ….. of Induction L.G. page 124, 125

18. 18 http://www.sofweb.vic.edu.au/pd/ies/index.htm

19. 19 http://www.sofweb.vic.edu.au/innovations/pandd/index.asp

20. 20....The committee was particularly impressed by the structured, state-wide, co-ordinated mentoring and induction program established by the Victorian Institute of Teaching and the Department of Education..... The support includes the provision of a mentor who has been specifically trained for the role. House of Representatives Standing Committee on Education and Vocational Training Feb 2007

21. 21 Thank you for being Top of the Class. Your work with Beginning Teachers is appreciated.