1. PATHWAYS MENTORING WORKSHOP Dr. Jane Zenger Dr. Quantina Haggwood September 9, 2009

2. Reflective Questions What is the purpose of mentoring? What is effective mentoring? Why would someone want to be a mentor?

3. AGENDA What is the definition and purpose of mentoring? What are the current state (SC) and district regulations and goals? What are the expectations and realities of mentoring and being mentored? What are the characteristics of a good mentor?

4. AGENDA Who needs mentoring? What are the presumed needs of the new teacher protégé’? How can one use Cognitive Coaching to help solve problems? How is school leadership related to mentoring?

5. What is mentoring? Mentoring is a process through which experienced teachers guide a less experienced teacher to proficiency.

6. What is a mentor? An experienced, successful and knowledgeable professional who willingly accepts the responsibility of facilitating professional growth and support of a colleague through a mutually beneficial relationship. An experienced teacher whose willingness to assist and support new teachers is readily apparent in their attitudes, beliefs and philosophies of teaching

7. Why do we need mentoring? Teacher Retention Statistics 17% of teachers leave after one year 30% of teachers leave after two years 40% leave after three years Nearly 50% leave after five years

8. Why do we need mentoring? Cost Impact The cost of replacing a teacher is 25-35% of the annual salary and benefit costs. It costs $11,000 every time a teacher leaves the profession

9. THE PURPOSE Retaining quality teachers Improving beginning teachers’ skills and performance Supporting teacher morale, communications and collegiality Building a sense of professionalism, positive attitude

10. THE PURPOSE Facilitating a seamless transition into the first year of teaching Putting theory into practice Preventing teacher isolation Building self-reflection

11. What the SC Dept. of Education says about mentoring! PURPOSE A mentoring program should provide opportunities for new and experienced teachers to grow professionally and improve their teaching. It is more than just assigning an experienced teacher with a novice teacher.

13. Goals of a Mentor The main purpose of a mentor is to provide the educational leadership and collaboration necessary to implement professional growth on the part of the new teacher you work with.

14. Goals of a Mentor Help new teachers make a smooth transition into the teaching profession Provide psychological support so the new teacher develops a commitment to teaching Provide on-going coaching and support Help the new teacher improve their classroom teaching

15. Goals of a Mentor Help make the new teachers first year experience provide a broad variety of professional experiences

16. What Richland One says about mentoring? Mentors will: Participate in 4 professional development sessions (after regular school hours) Complete mentor training, in accordance with South Carolina Dept. of Ed. guidelines, to become a certified mentor Communicate regularly with Mentor Specialist Complete all required mentor documentation Meet weekly with mentee for a minimum of one hour per week

17. Group Activity EXPECTATIONS VS REALITY

18. CHARACTERISTICS OF GOOD MENTORS

19. GROUP ACTIVITY Groups of 3 or 4 10 Characteristics of Good Mentor Write a job advertisement Share

20. CHARACTERISTICS OF GOOD MENTORS –Trustworthy –Sensitive and genuine –Tolerant and understanding –Flexible –Positive and caring –Credible –Nurturing and supportive –Accepting and empathetic –Knowledgeable and competent

21. Characteristics of Good Mentors (SKILLS) –Problem solving –Assessing and responding to the needs of the new teacher –Effective communication –Active listening –Time management –Ability to reflect –Conflict resolution –Data collection

22. Characteristics of Good Mentors (Knowledge) –Role of a mentor –Needs and concerns of new teachers –State and national standards and their use in the classroom –Effective teaching practices –Coaching and modeling –Reflective practice –Interpersonal development –Individualized learning theory

23. ROLES OF MENTORS Resource Problem Solver Advocate Facilitator Coach Collaborator Learner Assessor Trusted Listener Teacher

24. ROLE ACTIVITY

25. Who needs mentoring? New/Induction teachersNew/Induction teachers New-to-school teachers Teachers in crisis Practicum students Interns

26. Phases of First Year Teachers’ Attitudes Towards Teaching Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I’m ready! HELP! Yes! I can! Winter Break! AugSeptOctNovDecJanFebMarAprMayJuneJulyAug

27. What does a first year look like?

28. Who needs mentoring? New/Induction teachersNew/Induction teachers New-to-school teachersNew-to-school teachers Teachers in crisisTeachers in crisis Practicum studentsPracticum students InternsInterns

29. Things to Consider Age Experience Background Relationship Training

30. How is mentoring different for each group? (needs) Round Robin

31. Protégé Needs Perception vs Reality Top 2 needs from each section New vs Experienced

32. BUILDING RELATIONSHIPS

33. Phases of a Mentor/New Teacher Relationship Establishment of the Relationship Getting to Work Evaluation and Follow Up

34. Establishing the Relationship

35. New teachers need: –To know that the relationship is about them –Believe their mentor is a trusted confident and that your role is not evaluative –Understand how you will discuss and manage problems or new crisis and learning opportunities –Know that their problems are not limited to them but are universal among new teachers

36. Establishing the Relationship To produce a win-win situation mentors must: –Be non-judgmental and supportive in conversations with their new teacher –Ask the new teacher about their needs, concerns and expectations for your relationship and communication process –Understand that it is not easy for a new teacher to trust them and it takes time to earn their trust

37. Establishing the Relationship To produce a win-win situation mentors must: –The new teachers self esteem may be threatened and is concerned about how you view them –Beginning teachers may feel inept or think their problems are too overwhelming or stupid to share

38. Getting to Work

39. During this time new teachers need: –To feel the relationship is consistently supportive –Identify problems and establish strategies to address the problem

40. Getting to Work Mentors can help the new teacher by: –Maintaining and enhancing the relationship –Assisting the new teacher in defining and understanding the problems –Aid the new teacher in finding solutions to problems and teaching skills needed to manage difficult situations –Identify goals and objectives to reach and decide on a method to assess achievement of the goals

41. Evaluation and Follow Up

42. During this time new teachers need: –To know that their efforts and achievements have been observed and recognized –Opportunities to express their thoughts and feelings toward their relationship with their mentor –Assess the effectiveness of strategies employed to remedy problems and difficult situations

43. Evaluation and Follow Up Mentors also need: –To ask for feedback regarding their effectiveness in facilitating their new teachers ability to problem solve –Share their perceived benefits as a mentor –Know that their efforts have been observed and recognized –To redefine the relationship as the beginning teacher enters their second year

44. Give One – Get One List 3 strategies you will use to develop a trusting relationship with a mentee. Find a partner. GIVE ONE idea from your list to your partner. GET ONE IDEA FROM YOUR PARTNER. If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists. Move again. Note: Exchange no more than one strategy with any given partner.

45. Cognitive Coaching Listening and Problem Solving Strategies

48. Role Play

49. Materials to Share

50. “The Take Away” 1.Can a group of teachers have an impact on teacher retention and recruitment within their school setting? If yes, how?

51. “The Take Away” 2. Is mentoring the responsibility of teachers if they are not selected as “official mentors”? What is the reason for this question?

52. “The Take Away” 3. Do you consider yourself a mentor? Expand on this.

53. THANK YOU!!!