1. November 2007 Virginia Department of Education MENTORTRAINING

2. November 2007 Let’s begin with… FOURCORNERS Listen to the question. Move to the appropriate corner based on your answer to the question. Be ready to listen to the next question and move to the right corner.

3. November 2007 3 Four Corners: Question #1 How many beginning teachers do you have in your school division this school year? Back left: 1 to 25 Back right: 26 to 100 Front left: 101 to 250 Front right: More than 250

4. November 2007 4 Four Corners: Question #2 How long has your division had a “formal” mentoring program? Back left: 0 to 3 years Back right: 3 to 7 years Front left: 7 to 10 years Front right: More than 10 years

5. November 2007 5 “Mentor programs help beginning teachers make a successful transition into teaching by relying on the expertise of veterans to provide a clinical, real-world training process.” Guidelines for Mentor Teacher Programs for Beginning and Experienced Teachers June 22, 2000

6. November 2007 6 Four Corners: Question #3 What model of mentoring do you currently use? Back left: Santa Cruz Back right: Pathwise Front left: Great Beginnings Front right: Locally Developed

7. November 2007 7 Four Corners: Question #4 How many years have you personally been involved in mentoring beginning teachers? Back left: 0 to 1 year Back right: 2 to 5 years Front left: 6 to 10 years Front right: More than 10 years

8. November 2007 8 Purpose of Mentor Training To provide divisions with a range of materials and resources to accomplish the objectives of a mentoring program.

9. November 2007 9 In order to accomplish these purposes, we will use a “trainer of-trainers” model to: Provide a suggested sequence of experiences/activities Practice, as a participant Receive the materials necessary to deliver training in local divisions

10. November 2007 10 Agenda: Day 1 Getting to know the participants Welcome and introductions Establish purpose of the training Establish Goals/Expectations Why mentoring? Understanding the needs of beginning teachers Characteristics of effective mentoring Language of support Formative assessment

11. November 2007 11 Welcome & Introductions Please introduce yourself to your table group. Each table group should develop ONE goal/expectation regarding today’s training. Be prepared to report out to the entire group.

12. November 2007 12 Why Mentoring? Guidelines for Mentoring Teacher Programs for Beginning & Experienced Teachers Virginia Department of Education Retaining quality teachers Improving beginning teachers’ skills and performance Supporting teacher morale, communications and collegiality Building a sense of professionalism, positive attitude Facilitating a seamless transition into the first year of teaching Putting theory into practice Preventing teacher isolation Building self-reflection

13. November 2007 13 Teacher Retention Statistics 17% of teachers leave after one year 30% of teachers leave after two years 40% leave after three years Nearly half leave after five years Mentoring Beginning Teachers: Guiding, Reflecting, Coaching Boreen, Johnson, Niday and Potts (2000) Why Mentoring?

14. November 2007 14 Why Mentoring? Cost Implications 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. Center of Best Practices of the National Governors Association

15. November 2007 15 Guidelines for Mentor Teacher Programs “The 1999 Virginia General Assembly enacted the Education Accountability and Quality Enhancement Act … aimed at supporting educator productivity and accountability. The elements of the legislation include the … mentoring of new teachers and those experiencing difficulties as part of the training of continuum for all teachers. The legislation amended the Code of Virginia § 22.1-305.1 Mentor Teacher Program.” Guidelines for Mentor Teacher Programs for Beginning and Experienced Teachers Virginia Department of Education

16. November 2007 16 Why Mentoring? IT’S THE LAW!! Code of Virginia §22.1-305.1

17. November 2007 17 Understanding the Needs of the Beginning Teacher Work in table groups. Get chart paper and markers. Draw a picture of what a first-year teacher looks like.

18. November 2007 18 Most Commonly Reported Problems Facing Beginning Teachers Classroom discipline Motivating students Dealing with individual differences Parent relations Planning class work Evaluating student work Insufficient materials and supplies Students’ personal problems Relations with colleagues Veenman, 1986

19. November 2007 19 Phases of First Year Teachers’ Attitudes Towards Teaching Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I’m ready! HELP! Yes! I can! Winter Break! AugSeptOctNovDecJanFebMarAprMayJuneJulyAug Ellen Moir, UC Santa Cruz, 1990

20. November 2007 20 Roles of a Mentor Resource Problem Solver Advocate Facilitator Coach Collaborator Learner Assessor Trusted Listener Teacher Find the role assigned for your table. Generate a list of specific activities a mentor might do in that role. Write one activity per Post-It Note.

21. November 2007 21 Roles & Phases Using your Post-It Notes, place each Post- It Note on the beginning teacher phase where you feel it would most benefit the beginning teacher. Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation

22. November 2007 22 Characteristics of an Effective Mentor “Think/Pair/Share” Think about someone who has been a mentor in your life. Jot down what that person was like? What characteristics made them an effective mentor? Share with an “elbow partner.” “The message mentors provide is twofold: You are worth my time and effort because you are a valuable human being. And I can offer you – by my word or deed, or by the example of my life – ways to expand your horizons and to increase the likelihood that you will achieve success.” One on One: A Guide for Establishing Mentor Programs, USDOE

23. November 2007 23 An Effective Mentor Does not: –Evaluate –Judge –Assume the role of an expert –Attempt to clone him/herself

24. November 2007 24 Characteristics of an Effective Mentor Talk with your table about your mentor. Using the format of a newspaper want-ad, create a mentor want-ad for your division. Include qualities desired, job responsibilities, and benefits of the job. Post it on the wall. Remember: Want-ads are brief and focus on key points. Don’t forget to include where to apply if interested in being a mentor.

25. November 2007 25 Characteristics of an Effective Mentor Committed to the role of mentoring Accepting of the beginning teacher Capable of observing in a non-biased manner without judgment Skilled at providing instructional support Effective communicator with excellent interpersonal skills Model of a continuous learner Communicator of hope and optimism James B. Rowley, Educational Leadership, May 1999

26. November 2007 26 Mentoring for “What?” Improved teaching performance Increased student achievement, especially among traditionally underserved student populations Increased retention of teachers Virginia Requirements of Quality & Effectiveness for Beginning Teacher Mentor Programs in Hard-to-Staff Schools (June 2004)

27. November 2007 27 Mentoring programs need to be based on teaching standards.

28. November 2007 28 Understanding the Purposes of Teaching Standards Teaching standards provide: A conceptual model of good teaching Common language for teaching Clear benchmarks for assessing the performance of beginning teachers

29. November 2007 29 The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents (Virginia Department of Education, 2000) defines five major categories of evaluation criteria: Planning and Assessment Instruction Safety and Learning Environment Communication and Community Relations Professionalism Defining Good Teaching

30. November 2007 30 Mentoring based on teaching standards... improves teaching performance which... increases student achievement!

31. November 2007 31 The “How” of Mentoring “Induction is a process – a comprehensive, coherent, and sustained professional development process that is organized by a school district to train, support, and retain new teachers and seamlessly progresses them into a lifelong learning program. Mentoring is an action. It is what mentors do. A mentor is a single person, whose basic function is to help a new teacher.” Harry K. Wong

32. November 2007 32 Building a Trusting Relationship VISUALIZATION Think of a person with whom you’ve enjoyed a trusting relationship. 32

33. November 2007 33 Building a Trusting Relationship Silent Share Begin a “silent share” by having one person jot down one of the characteristics of this trusting relationship. Continue recording “round robin.” You may pass at any time. Appoint someone to be prepared to share with the rest of the participants & post your chart. Silently scan the charts and identify similarities.

34. November 2007 34 Give One – Get One Jot down 3 strategies you will/can use to develop a trusting relationship with your mentee. Get up and find someone at another table. 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. Note: Exchange no more than one strategy with any given partner.

35. November 2007 35 Language of Support Paraphrasing Letting the teacher know that you hear, understand, and care. Clarifying Letting the teacher know that you hear, but you’re not sure of what you heard In other words… What I’m hearing… From what I hear you say… I’m hearing many things… As I listen to you, I’m hearing… So, you think… It sounds like you want… Let me see if I understand… To what extent…? I’m curious to know more about … I’m interested in… Tell me how that idea is like (or different from)… So, are you suggesting…?

36. November 2007 36 Language of Support Mediating Allowing the teacher to reflect or raise awareness Imagining Helping the teacher to think about alternatives. What’s another way you might...? What criteria do you use …? What would it look like if …? When have you done it like this before …? What might you see happening if …? How was …different from …? How do you determine …? It’s sometimes useful to … A couple of things you need to keep in mind … Something you might try considering is … To what extend might … work in your situation? There are a number of approaches … What do you imagine might … ?

37. November 2007 37 Role Play: Modeling the “Language of Support”

38. November 2007 38 Role Playing with the “Language of Support” Think of a situation you’ve dealt with in school that you would like to discuss with a colleague, or make up a situation. For each round, try to use at least one: Paraphrasing statement Clarifying statement or question Mediational question Pausing and silence MentorMentee Observer Round 1Person 1Person 2Person 3 Round 2Person 3Person 1Person 2 Round 3Person 2Person 3Person 1

39. November 2007 39 “Give a man a fish; you have fed him for today. Teach a man to fish; and you have fed him for a lifetime.” Author Unknown

40. November 2007 40 The Role of Evidence in Formative Assessment We collect evidence to help the beginning teacher assess his or her practice -- formative assessment. Formative assessment is the exercise of diagnostic professional judgment for the purpose of analyzing practice and student learning and of guiding future development. Formative assessment is free of any potential penalty.

41. November 2007 41 Is an ongoing measurement of growth over time Uses evidence of student learning and teacher practice to help identify areas of strength and those that need growth Is objective and data-based Is responsive to the teacher’s developmental needs Is interactive and collaborative Involves assessment tools that support inquiry and reflection Formative Assessment …

42. November 2007 42 Evidence vs. Opinion In your table groups, use a T-Chart to compare evidence and opinion. Develop a definition of “evidence.” Be prepared to report out to the whole group. EvidenceOpinion Summary Statement:

43. November 2007 43 Main Entry: ev·i·dence Function: noun a: an outward sign: INDICATIONINDICATION b: something that furnishes proof : TESTIMONYTESTIMONY http://www.m-w.com/dictionary/evidence Based on truth Material items or assertions of fact Free from opinion and prejudice

44. November 2007 44 Evidence or Opinion? l The students were excited. l The class was out of control. l The teacher said the Vietnam War was a waste of tax-payers’ money and military time. l Two students were sleeping throughout the lesson. OR

45. November 2007 45 Evidence: “Just the facts, ma’am!” Evidence can be collected in a number of ways: VERBATIM SCRIPTING of teacher or student comments: “Would one person from each table come to collect the materials?” NON-EVALUATIVE STATEMENTS of observed teacher or student behavior: “The teacher stands by the door, greeting students as they enter.” NUMERIC INFORMATION about time, student participation, resource use, etc.: “Three students offer nearly all the comments during the discussion.” An OBSERVED ASPECT of the environment: “The assignment is on the board for students to do while roll is taken.”

46. November 2007 46 Evidence vs. Opinion: Carousel in Teacher Observation Examples of actual teacher observation are posted along the wall. STEP #1 With your table group, go to one that is nearest to you. With a BLUE highlighter, underline all examples of evidence. With a RED marker, underline all examples of opinion. STEP #2 Rotate to the RIGHT. Determine whether you agree or disagree with the decision of the previous group. Rephrase all opinion statements to make them evidence. STEP #3 Rotate RIGHT. Review the work of the previous groups. Reflect on the activity within your group and be prepared to report out. #1 #2#3

47. November 2007 47 Tools for Collecting Evidence for Formative Assessment Scripting of a lesson Document review (lesson plans, professional growth plan) Videotaping Charting teacher/pupil talk - dialogue Movement patterns Analyze student work Questioning strategies/question types Mannerisms Modality preference Pacing Non-verbal feedback Classroom arrangement Response behaviors

48. November 2007 48

49. November 2007 49 Ways the group’s goals were met. Ideas you want to take back to your mentoring program. Question you still have. Let’s summarize what we’ve done in Day 1.

50. November 2007 50 Agenda: Day 2 Reflections on Day 1 The Coaching Cycle Dealing with Challenging Situations Calendar of Mentoring Activities The Selection Process The Role of the Principal Accountability and Evaluation

51. November 2007 51 A Mentor Acrostic M…………... E…………… N…………… T.…………... O…………… R…………… Post your acrostic on the wall. Be prepared to share with the group.

52. November 2007 52 The Coaching Cycle Stage 1: Pre-Observation Stage 2: Observation Stage 3: Post-Observation

53. November 2007 53 Stage 1: Pre-Observation Conference Brainstorm in your table groups: What is the purpose of the pre-observation conference? What questions should you ask? What materials will you need to bring? What issues do you need to be sensitive about? In your table groups, develop a check-list for a Pre-Observation Conference with a beginning teacher. Be prepared to report out.

54. November 2007 54 Stage 2: The Observation Remember: You are a silent observer. Honor the pre-observation Conference decisions/focus. Collect evidence! Evidence! Evidence!

55. November 2007 55 Stage 3: Post-Observation Conference Post-observation conferences should be: Timely! Confidential Focused on evidence collected Non-evaluative/non-judgmental Reflective for the beginning teacher Designed to promote growth for the beginning teacher

56. November 2007 56 The Coaching Cycle: Putting It All Together Read Case Study #1. Individually analyze the observation data and, as a table group, generate questions you might ask the beginning teacher in the post observation conference. Tomaree is a first-year teacher who completed a fifth-year teacher preparation program. Her background is in secondary social studies education, and she hopes to one day be a high school history teacher. She is teaching in a brand new middle school, recently opened by a large suburban school district that serves students from a wide range of socio-economic backgrounds. At the time of this observation, Tomaree has been teaching for approximately three weeks and this is her first formal observation by her mentor. Her classes meet for 90-minute blocks. The class... Case Study #1 Selective Scripting

57. November 2007 57 The Coaching Cycle: Putting It All Together Read the case study provided. Role play a post- observation conference based on the information. Make sure to: Use the linguistic skills of mentoring Focus on the evidence Identify at least one goal for professional growth MentorMentee Round 1Person 1Person 2 Round 2Person 2Person 1

58. November 2007 58 What if … … your beginning teacher refuses your assistance. … you go to observe and the classroom is totally out of control? … you see no improvement in the beginning teacher’s practice despite repeated discussions? … your beginning teacher is not following school/district policy? … an administrator comes to you and suggests that you work on a particular thing with your beginning teacher? … your beginning teacher is dressing or acting unprofessionally.

59. November 2007 59 Calendar of Mentoring Activities AugustSeptemberOctober NovemberDecemberJanuary FebruaryMarchApril MayJune

60. November 2007 60 Selection Process Mentor completes and application. Committee interviews and makes selection. Mentor is committed to professional growth of self and beginning teachers. Mentor is close in proximity to the beginning teacher. Mentor teaches same grade level/subject as beginning teacher. Mentor has release time to work with the beginning teacher.

61. November 2007 61 Selection Process Mentors are chosen by principals at random. Mentors accept the responsibility for pay or points only. Mentors may or may not teach the same subject/grade level. Little or no time is provided for the mentoring process.

62. November 2007 62 Non-Negotiables Within your table group develop a list of non-negotiables.

63. November 2007 63 The Bottom Line! You are wasting your and without an effective mentor selection process.

64. November 2007 64 Role of the Principal Recognize the needs of the beginning teacher -- keep a pulse on the developmental levels and stages of beginning teachers in the school. Be aware and supportive of the goals of the mentoring program. Allow for space/time considerations for mentoring.

65. November 2007 65 Honor issues of confidentiality between mentor and beginning teacher (fire wall!). Ensure that beginning teachers and mentors benefit from the mentoring process. Acknowledge and accept the role of the principal as a new teacher mentor. Role of the Principal (cont.)

66. November 2007 66 Building in Accountability and Program Evaluation Pre/Post Surveys Contact Logs Monthly Reports (to principal and/or mentor coordinator) Quarterly Benchmarks On-line Discussion Groups Monthly Meetings Contact Logs Teacher Retention Data Student Achievement Data Survey Data Annual Reports

67. November 2007 67