Building Effective Mentoring Relationships2010 / 2011 Information & Resources for MentorsToronto District School Board

The Power of Listening I’ve had the privilege to learn about many different approaches to mentorship and coaching. What they all share in common (at least to me!) is an emphasis on the importance of listening. Listening is a complex skill and rather than focus on listening or coaching “techniques” what I’d like to highlight is a reflection of a former student that I think sums up the power of listening:

Listening is more than being quiet and listening with your ears, it’s more than looking with your eyes, it’s caring with your heart about what the person is saying.

What’s amazing to me in my work with both adults and students is that when people feel that sense of caring, how much more rich the sharing of thoughts, feelings, and ideas becomes. Maybe an idea for us over the next few weeks is to simply look for authentic opportunities to listen with our hearts.....to our family, our friends, our colleagues, and our students.

More on the power of listening in the Mentoring for Mentors Blog < http://web.me.com/btintdsb >

*Adapted from: Gibbs, J. (2001). Tribes: A New Way of Learning and Being Together. Windsor CA: CenterSource Systems, LLC

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CONTINUUM OF PROFESSIONAL LEARNING & GROWTH

OrientationBeginning Practice

Examination of Practice

Experimentation & Application

Embedded Practice

Intentional Sharing of Knowledge & Practice

0 1 2 3 4 5

Orientation

Well before assuming a teaching position, a Beginning Teacher has begun to form a personal conception of what teaching means to them. Often this conception is based upon prior personal experiences as a learner in the school system. Modeling at the Faculty of Education by both host teachers and faculty instructors may refine, reinforce, or even alter this idea of what being a teacher is all about. After assuming a teachingposition in a school, multiple models of mentorship can aid in the personal and professional orientation of a Beginning Teacher by providing a valuable introduction to school culture, logistics, and curriculum.

Beginning Practice

No matter how thorough the preparation for teaching is at the Faculty, the experience of inheriting an established classroom culture as a student teacher is very different than the experience of creating a caring, inclusive, and learning-focused classroom environment for the very first time. Put another way, these initial classroom experiences represent quite a leap for a Beginning Teacher in both the context and practice of teaching and learning. Issues may often appear magnified in scale when they are being encountered for the first time. Ongoing job-embedded support of principals, mentors, other teachers, and school staff can play a defining role for in how these initial experiences of beginning practice are perceived by a Beginning Teacher.

Examination of Practice

Specific teaching challenges (e.g., Classroom Management, Assessment & Evaluation and Diversity of Learners) may provide the impetus for reflection on practice and a purposeful seeking out of both formal and informal supports for professional learning. Often the focus of examination of practice is around what isn’t working. A challenge to also reflect upon and acknowledge the practices that are contributing to the success of students. While skillful de-briefing and coaching can assist in self-refection and the identification of areas for professional growth, it is critical that ownership of this process resides with the Beginning Teacher. Opportunities for both formal and informal observation of colleagues can assist in this personal examination of practice.

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Experimentation & Application

Both formal and informal learning experiences may provide motivation for a Beginning Teacher to experiment with a variety of approaches to classroom practice. Classroom strategies are adapted and adopted (and in some cases discarded) in order to suit the diverse learning needs of students. Classroom application is also based upon whether these practices align with a Beginning Teacher’s emerging beliefs about teaching and learning. Continued job-embedded opportunities to share and refine professional practice can assist a Beginning Teacher in their development of personal values about what effective practice looks like, sounds like, and feels like in their classroom.

Embedded Practice

At its core embedded practice reflects the unique answer of each educator to the question “who am I as a teacher?” This personal voice reflects deep beliefs about teaching and learning and is embedded in all aspects of the classroom environment. Classroom practice reflects identity as a teacher and a personal vision for the human development and learning of students. Opportunities for continued professional learning in a variety of contexts and settings may deepen understandings or even alter classroom application of embedded beliefs.

Intentional Sharing of Knowledge & Practice

Classroom practice is de-privatized and opportunities for intentional sharing of knowledge and practice with colleagues are provided through job-embedded learning structures. These teacher leadership experiences broaden perspective beyond the classroom and provide informal and formal mentorship opportunities, not just for Beginning Teachers, but also for all members of a school community. Ongoing consulting, collaborating and coaching opportunities model examples of effective learning-focused environments for both teachers and students and stimulate a desire for continued personal and professional growth.

Interactions along the Continuum

Beginning Practice

Orientation

Examination of Practice

Experimentation & Application

Embedded Practice

Intentional Sharing of Knowledge & Practice

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VOICES FROM THE CLASSROOM DATA COLLECTION

Issues for Beginning Teachers

Classroom Management (58%)

Classroom Management. Oh god, help! Is it my voice? Is it my language? ....Am I boring? Do I need a whistle? A bell? A door-bell? A cooler hand signal? An accent? A funny hat? A stun-gun? Carpeted floors/walls/ceiling? .....What will get their attention, and sustain it? (1st Year Teacher)

Classroom Management is consistently the #1 issue in all TDSB surveys of Beginning Teachers. Responses reflect both a desire for proactive structures (e.g., building inclusion) as well as reactive strategies (e.g., dealing with conflict). As many respondents noted, the experience of inheriting an established classroom culture as a student teacher is very different than the experience of creating a caring, inclusive and learning-focused classroom environment for the very first time.

Assessment & Evaluation (45%)

One issue that I wish was covered more in depth at my faculty of education is assessment and evaluation. It wasn't until I really had to put number marks into categories and crunch the numbers that I felt very uncertain of how to do it properly. (1st Year Teacher)

How to assess and evaluate student learning in a meaningful manner using of a range of strategies and tools and how to communicate progress (or lack thereof) to both students and parents were the key components of the challenges Beginning Teachers cited in this area.

Classroom Assessment Diversity Report Communication Planning Administrative TPATPA ...... Management & Evaluation of Learners Cards/IEP’s Tasks

The graph above represents the responses of 1470 Beginning TDSB Teachers (2005 - 2008)

VOICES FROM THE CLASSROOM DATA COLLECTION (cont...)

Diversity of Learners (35%)

How to teach to so many different learning levels...or how to assess the different learning levels and how to report on the very low students. I just did my first report cards and I felt very lost. I've gone through a difficult process of throwing away the book and starting to try and teach to the ‘real’ needs of my students. (1st Year Teacher)

Beginning Teachers cited the challenges of meeting the diversity of learning levels and learning needs in the classroom and the discovery that the “one size fits all” approach simply doesn’t. Responses reflected a desire to implement the use of differentiated instruction but an uncertainty about to actually implement this in their classroom.

In summary, Classroom Management, Assessment & Evaluation, and Diversity of Learners represent the “Big 3” areas of professional learning needs for Beginning Teachers. These issues reflect the “how” of teaching as opposed to the “what” of specific curriculum content.

Other issues cited by Beginning Teachers include:

Writing Report Cards & IEP’s (24%)

‣ Technical aspects of learning reporting software for the first time‣ Writing report card and Individual Education Plan (IEP) comments

Communication (16%)

‣ Communication with colleagues, administrators, parents‣ Navigating school culture

Planning (13%)

‣ Both long range and short term daily/weekly planning

Administrative Tasks (10%)

‣ The paperwork and organizational tasks involved in teaching

TPA (8%)

‣ Teacher Performance Appraisal required twice in first year

HOW THE DATA WAS COLLECTED

From 2005 - 2008, 1470 Beginning TDSB teachers responded via online surveys and at formal professional learning sessions to the question: What issues are you encountering as a Beginning Teacher?

The responses were anecdotal and classified based on specific areas. Many respondents cited more than 1 issue.

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MENTORSHIP & RETHINKING PROFESSIONAL LEARNING

Our findings suggest that the kind of job-embedded collaborative learning that has been found to be important in promoting instructional improvement and student achievement is not a common feature of professional development across many school districts.

Source - Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., & Orhanos, S. (2009), Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. National Staff Development Council – full report available at: http://www.nsdc.org/stateproflearning.cfm

Traditional Professional Development Job Embedded Professional Learning

Outside Consultants Inside Professionals

Ministry or Board Workshops Capacity building learning communities

System centred Student centred

Participation is mandated Participation is by invitation

Passive knowledge consumption Active knowledge construction

Individual implementation Collaborative implementation, Mentorship

Authoritarian communication Networked communication

Adapted from Engaging All by Creating High School Learning Communities, Jeanne Gibbs & Teri Ushijima, CenterSource Systems, LLC

Evaluating the Impact of Professional LearningEvaluating the Impact of Professional Learning

Reactions•Did you like it?

Nice

Critical

Learning•What did you learn?

Nice

Critical

Organizational Support•What structures exist that will support systemic implementation?

(importance of Principal, Mentorship, Coaching support)

Nice

Critical

Application of Knowledge and Skill• Evidence of implementation, need for follow up

Nice

CriticalImpact on Student Learning

•Multiple Indicators

Nice

Critical

Adapted from Guskey, T. (2000), Evaluating professional development. Thousand Oaks, CA: Corwin Press Inc.

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MENTORING AT YOUR SCHOOL

Site-based mentoring is a key component of the Beginning Teachers program and our vision of supporting you along a continuum of learning and professional growth for your first 5 years in TDSB. As a Beginning Teacher, you are an active participant in the Mentoring process and are encouraged to approach your administration and your colleagues about mentoring support that best meets your needs.

OrientationBeginning Practice

Examination of Practice

Experimentation & Application

Embedded Practice

Intentional Sharing of Knowledge & Practice

0 1 2 3 4 5

Models of Mentoring

Broker Mentor Broker Mentor

ROLEMentor provides orientation to school logistics and cultureMentor brokers involvement of colleagues as needs arise from protégé

CONSIDERATIONSConsultant type relationship, fewer opportunities for collaboration and coachingMay be initial support until other mentoring relationships are established or ongoing throughout the year

One to One Mentor MatchingOne to One Mentor Matching

ROLEMentor is site-based and is matched on an individual basis with a ProtégéMentor adopts consultant, collaboration and coaching stances based on the needs of the Protégé

CONSIDERATIONSMentor/Protégé relationships that flourish are reciprocal, both parties learn and growGreater “ownership” if the Mentor has volunteered and if Protégé has been involved in the determination of which person will be their Mentor

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MENTORING AT YOUR SCHOOL

Models of Mentoring (cont.)

Group MentoringGroup Mentoring

ROLEMentor works with 2 or more Protégés or Protégé may have 2 or more mentorsSchool Mentoring Committee plans formal support and professional learning opportunities for both Mentors and Protégés

CONSIDERATIONSProvides flexibility if school has large number of Beginning Teachers (or Mentors)This model is often embedded in a school-wide “mentoring culture” where all staff are Mentors or Protégés (or both)

Informal MentoringInformal Mentoring

ROLEProtégé informally connects with a variety of staff members as needs ariseMentor/Protégé roles are fluid -- often referred to as Peer Mentoring as in many cases the informal mentors are Beginning Teachers themselves

CONSIDERATIONSSpontaneous, informal nature of relationship can lend itself to collaborationProtégé may feel isolated or disconnected if not part of any informal relationships

Online MentoringOnline Mentoring

ROLEUsing New Teachers.TEL conference, Protégés can participate in online sharing and discussion with both experienced teachers and other Beginning Teachers

CONSIDERATIONSEnables access to a variety of resources and perspectives beyond the school siteNot all Protégés feel comfortable sharing issues and concerns in this “public” forum

Multiple models of Mentoring can co-exist in the same school/site (often to the benefit of the Protégé)

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ROLES & STANCES OF AN EFFECTIVE MENTOR*

Consultant Offering Support and Providing Resources

CHARACTERISTICSMentor shares key information about logistics, school culture, students, curriculum, and teaching practicesBeyond simple advice giving, a consultant provides the “why,” “what,” and “how” of their thinking

CUESCredible voice / Use of pronoun “I” / Phrases like “it’s important to”…. “keep in mind that”

CAUTIONSWe tend to default to this stance / Overuse can build dependency on the Mentor

CHARACTERISTICSMentor shares key information about logistics, school culture, students, curriculum, and teaching practicesBeyond simple advice giving, a consultant provides the “why,” “what,” and “how” of their thinking

CUESCredible voice / Use of pronoun “I” / Phrases like “it’s important to”…. “keep in mind that”

CAUTIONSWe tend to default to this stance / Overuse can build dependency on the Mentor

CollaboratorCreating Challenge and Encouraging Growth

CHARACTERISTICSMentor and Protégé “co-develop” strategies and approaches50/50 pattern of interaction and idea production

CUESConfident, approachable voice / Use of pronoun “we” / Phrases like “let’s think about”…. “how might we”

CAUTIONSMentors need to ensure that the collaboration is authentic and that they don’t “take over” and assume the consultant stance

CHARACTERISTICSMentor and Protégé “co-develop” strategies and approaches50/50 pattern of interaction and idea production

CUESConfident, approachable voice / Use of pronoun “we” / Phrases like “let’s think about”…. “how might we”

CAUTIONSMentors need to ensure that the collaboration is authentic and that they don’t “take over” and assume the consultant stance

CoachFacilitating Professional Vision

CHARACTERISTICSMentor supports the Protégé’s internal idea production through inquiry and paraphrase Ultimate aim is to develop the Protégé’s internal resources for self-coaching and independence

CUESApproachable voice, attending fully / Use of pronoun “you”Phrases like “what might be some ways to”..... “given all that you know, what options are you considering”

CAUTIONS

Stance can cause frustration if protégé lacks internal resources for idea generation

CHARACTERISTICSMentor supports the Protégé’s internal idea production through inquiry and paraphrase Ultimate aim is to develop the Protégé’s internal resources for self-coaching and independence

CUESApproachable voice, attending fully / Use of pronoun “you”Phrases like “what might be some ways to”..... “given all that you know, what options are you considering”

CAUTIONS

Stance can cause frustration if protégé lacks internal resources for idea generation

Trust & Rapport is essential for the development of any Mentor/Protégé relationshipEffective Mentors demonstrate flexibility of Stances & Roles based on needs of the Protégé Mentor/Protégé relationships that flourish are reciprocal – both parties learn and grow

Trust & Rapport is essential for the development of any Mentor/Protégé relationshipEffective Mentors demonstrate flexibility of Stances & Roles based on needs of the Protégé Mentor/Protégé relationships that flourish are reciprocal – both parties learn and grow

*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard

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IDEAS FOR THE 3 C’S OF MENTORING*

Consultant Offering Support and Providing Resources

THINK ALOUDIn addition to giving a suggestion or providing a solution, add the thinking that led to it, the considerations that were taken into account and the reasons for the final choice

OFFER A MENUSupport the beginning teacher’s capacity for decision-making by explicitly offering a menu of possible solutions or choices, and discussing each

PRODUCE AN IDEA BANKCreate an idea bank the beginning teacher can refer to, such as a series of tips on classroom management

THINK ALOUDIn addition to giving a suggestion or providing a solution, add the thinking that led to it, the considerations that were taken into account and the reasons for the final choice

OFFER A MENUSupport the beginning teacher’s capacity for decision-making by explicitly offering a menu of possible solutions or choices, and discussing each

PRODUCE AN IDEA BANKCreate an idea bank the beginning teacher can refer to, such as a series of tips on classroom management

CollaboratorCreating Challenge and Encouraging Growth

CO-PLAN / CO-TEACHWork with the beginning teacher to create a lesson or unit of study and extend the collaboration by teaching together

BECOME STUDY PARTNERSLearn together with the beginning teacher about a new instructional methodology or engage in article or book study, followed by a sharing of experiences in the classroom

EXPLORE CASE STUDIESUse case studies as a context for dialogue about professional practice, to provide a meaningful learning experience for both the mentor and the beginning teacher

CO-PLAN / CO-TEACHWork with the beginning teacher to create a lesson or unit of study and extend the collaboration by teaching together

BECOME STUDY PARTNERSLearn together with the beginning teacher about a new instructional methodology or engage in article or book study, followed by a sharing of experiences in the classroom

EXPLORE CASE STUDIESUse case studies as a context for dialogue about professional practice, to provide a meaningful learning experience for both the mentor and the beginning teacher

CoachFacilitating Professional Vision

REMAIN NON-JUDGMENTALMaintain an effective coaching practice by ensuring that judgements are made only by the beginning teacher as he or she plans, reflects, problem-solves and makes choices

INQUIREAsk the beginning teacher about successes, concerns or issues he or she wants to discuss, using open-ended questions designed to encourage thinking and invite choice

REFLECT ON GOALSEngage in conversations focusing on the beginning teacher’s learning interests and goals, balancing support and challenge by marking successes and articulating new arenas for learning

REMAIN NON-JUDGMENTALMaintain an effective coaching practice by ensuring that judgements are made only by the beginning teacher as he or she plans, reflects, problem-solves and makes choices

INQUIREAsk the beginning teacher about successes, concerns or issues he or she wants to discuss, using open-ended questions designed to encourage thinking and invite choice

REFLECT ON GOALSEngage in conversations focusing on the beginning teacher’s learning interests and goals, balancing support and challenge by marking successes and articulating new arenas for learning

*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard

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MONTH BY MONTH MENTORING IDEAS - FALL

September October November

Mentoring Reflection

Establishing trust and rapport is essential for the development of any mentor/beginning teacher relationship.

Opportunities for a beginning teacher to engage in classroom observation of an experienced teacher with a similar assignment can provide a powerful opportunity for reflection and growth

Simply being an attentive listener is one of the most effective ways to mentor and support a beginning teacher

Consultant

Reassuring a beginning teacher that your role is supportive NOT evaluative will increase the feeling of comfort you both feel as you enter into the mentoring relationship

Conducting a “tour of the school” with a beginning teacher provides key information about school logistics and available resources

Sharing examples of long range plans or course outlines provides a useful starting point for a beginning teacher

Sharing specific examples of assessment and evaluation tools and strategies can provide a useful starting point for a beginning teacher

Informing a beginning teacher about ‘unwritten’ rules of school culture can be as important as learning about the written rules

Sharing practical resources (e.g., sample report comments) can help “lighten the load” of report cards

Providing positive insights and tips will enhance both the confidence and instructional practice of a beginning teacher

Collaborator

Collaborating with a beginning teacher as they prepare for open house may help alleviate anxiety of meeting parents for the first time

Attending a professional development session with a beginning teacher can enhance connection and dialogue

Acknowledging that you as a mentor also have questions and concerns can actually be encouraging for a beginning teacher who may be feeling insecure about classroom issues

Co-developing strategies and approaches to address any gaps between planning and actual progress in the classroom will encourage further professional growth

Coach

Asking a beginning teacher about their prior experiences, personal strengths and goals is a positive way to acknowledge the attributes they bring to the teaching profession

Providing feedback and engaging in learning focused conversations will assist a beginning teacher in their own reflective practice and growth

Assisting a beginning teacher in identifying positive aspects of classroom experiences and student accomplishments can be an avenue for growth and renewal as they deal with the challenges of teaching

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MONTH BY MONTH MENTORING IDEAS - WINTER

December January February March

Mentoring Reflection

Effective mentors actively seek to move beyond consulting and look for collaboration and coaching opportunities based on the needs of the beginning teacher they are working with

Mentoring relationships that flourish are reciprocal – both parties learn and grow

Effective mentors differentiate their strategies and approaches based on the needs of the beginning teacher

Mentoring helps bring to consciousness what we are doing and why we are doing it

Consultant

Modeling specific strategies to recognize and value the cultural diversity of students can assist a beginning teacher to reach all learners in their classroom

Encouraging a beginning teacher to “have a holiday” helps model the work/life balance we all strive for

Emphasizing the importance of planning as a major component of success can be helpful as a beginning teacher anticipates instructional goals for the balance of the year

Highlighting specific strategies and tips for assisting struggling students provides valuable scaffolding and support for a beginning teacher

Revisiting the importance of work/life balance can encourage a beginning teacher to rest and reflect over the Spring break

Collaborator

Co-developing instructional strategies and approaches to meet the diverse learning needs and learning styles in the classroom can provide rich opportunities for reflection on current classroom practices and planning for further growth

Reflecting collaboratively on the lessons learned in the fall term can provide valuable insights and renewed opportunities for improving effectiveness in the classroom

Co-developing and adapting assessment strategies ensures the needs of all learners are met in the classroom

Brainstorming ideas to enhance parental involvement can benefit both a beginning teacher and their mentor

Coach

Paraphrasing is a coaching tool that can assist a beginning teacher in clarifying their thoughts and understandings as they reflect on their first months in the classroom and begin planning for the balance of the school year

Revisiting personal and instructional goals can assist a beginning teacher in self-assessment of their progress to date

Reflecting on “themes of success” can provide a feeling of renewal and rejuvenation for a beginning teacher who may be encountering challenges in their classroom

Inquiring about specific instructional objectives for the balance of the year can help bring into focus for a beginning teacher what it truly important

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MONTH BY MONTH MENTORING IDEAS - SPRING

April May June

Mentoring Reflection

A key goal of the mentoring process is to foster autonomy and confidence in the beginning teacher

The intentional sharing of knowledge and practice is an integral part of an effective mentoring relationship

Mentoring provides a remarkable opportunity to re-connect with what we truly think is important about teaching and learning

Consultant

Commenting positively about an area of growth that you have observed can provide a sense of acknowledgement and accomplishment for a beginning teacher

Sharing knowledge about school/board vacancy and surplus procedures will help alleviate potential concerns a beginning teacher may have at this time of year

Sharing tips about year-end procedures and routines ensures a smooth transition into Summer

Collaborator

Working together on a school project, club or team models the reciprocal nature of the mentoring relationship

Co-designing culminating activities and tasks can provide a rich learning opportunity for both the mentor and beginning teacher

Celebrating the end of the school year is an important acknowledgement of the personal and professional growth experienced by both parties in the mentoring relationship

Coach

Asking a beginning teacher about the options or choices they have as they describe a concern or problem encourages self-directed thinking and independence

Reflecting on remaining challenges can assist a beginning teacher in maintaining their focus as the school year nears its close

Reflecting upon the mentoring experience consolidates learning for both the mentor and the beginning teacher

Inquiring about future goals can assist a beginning teacher in a self-assessment of their professional development needs

*Adapted from Ontario Ministry of Education (2008), New Teacher Induction Program Resource Handbooks

Online Resources for Mentors

http://web.me.com/btintdsb > Mentoring 4 MentorsMonthly Mentoring BlogVideo Clips of Example Coaching ConversationsArchive Mentoring PodcastsAcrobat versions of all Mentoring & Beginning Teacher Resource GuidesJELI and JAM FAQ’s and Online FormsMentoring Presentations & Resources

IDEAS TO CONSIDER WHEN COACHING

Elements of ListeningElements of Listening

Attending

Non-verbal encouragement

Paraphrasing

Reflecting Feelings

Attributes of a CoachAttributes of a Coach

Attends Fully

Pauses

Paraphrases

Uses Questions to Mediate Thinking

Planning ProblemSolving

Reflecting

Coaching Conversation MapCoaching Conversation Map

Elegant Paraphrase

Explore Options

Plan Next Steps

Self-Evaluation for ProtégéCoach

Sources Gibbs, J. (2001). Tribes: A New Way of Learning and Being Together. Windsor CA: CenterSource Systems, LLC Lipton, L., & Wellman, B., & Humbard, C. (2003). Mentoring Matters: A Practical Guide to Learning-focused Relationships (2nd ed.). Sherman, CT: Mira Vira, LLC

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Using Scaling Questions Every Monday for the past 5 years I have started my week with a visit to a Beginning Teacher in their classroom. Following the morning I often use Scaling Questions to de-brief. The slide above is the basic map I use for the conversation. What I find powerful about this tool are the underlying assumptions described below: Attributes Based Approach A purposeful seeking out of strengths is at the heart of this idea. Often, the person you are mentoring has given their challenges considerable thought prior to speaking with you. Islands of Competence By asking about what were the positive things you ensure the conversation begins with a success. Even a 1 is better than a 0!

Ownership resides with the Teacher Your impression is set aside as ultimately the protégé will be the one implementing the ideas in their classroom. Flexibility of Stance & Role As a skilled mentor you may choose to continue in the coaching stance or shift to consultant or collaborator, based on the needs of the protégé.

Listen to the scaling questions podcast on the Mentoring for Mentors Blog < http://web.me.com/btintdsb >

*Adapted from: McConkey, N (2002). Solving School Problems: Solution-Focussed Strategies for Principals, Teachers and Counsellors. Alberta: Solution Talk Press

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Building Influence Here are some of the key ideas about “the complex dynamics of human interaction” and our role. Self Knowledge Knowing how we respond internally and externally is the 50% of the equation we can influence in any human interaction. Just like with students, we can make conscious choices to inflate or deflate challenges we encounter in interacting with our colleagues. Power of Listening Simply being “present” and attending fully is an integral part of establishing the trust and rapport that is an essential component of any mentoring relationship. Attributes Based Approach By purposefully seeking out the strengths and attributes our colleagues possess we empower not only the Beginning Teacher we are working with, but continue to engage in our own learning and growth. We have so much to learn from and with each other! Wellness In a nutshell, by taking care of ourselves we have more to give to others. Sounds simplistic, but sometimes there are deep truths in simple ideas. Basic things like daily physical activity, reflection, nutrition, and laughter are powerful gifts we can give ourselves, those we mentor, and ultimately impact the students we teach.

Listen to the building influence podcast on the Mentoring for Mentors Blog < http://web.me.com/btintdsb >

BUILDING EFFECTIVE MENTORING RELATIONSHIPS: THOUGHTS FROM BEGINNING TEACHERS

Below are the “voices” of over 200 1st and 2nd Year Teachers. They were asked to reflect on their own experiences as beginning teachers and share their thoughts about what an effective mentoring relationship looks like (and feels like!)

Qualities of an Effective Mentor

Approachable, friendly and happy (young at heart!)Attentive ListenerPositive and non-judgmentalCalming influenceProactive, intuitive, willing to shareCapable of maintaining a balance between consulting, collaborating and coachingWilling to share resourcesOpen to new ideasMaintains the confidentiality of the relationshipDemonstrates mutual respectPositive outlook on teachingGood sense of humourWants to be a MentorLikes teachingLaughs

More Thoughts from Beginning Teachers

Make the new teacher feel welcome (go out for coffee, ask how they are doing?)Don’t be afraid to turn the role down if you don’t feel comfortable mentoringPractical information about how to start out is very valuableSometimes it’s important to just listen to our frustrations, joys, fears, hopes etc..Provide positive input for your protégé…help reduce their anxietyOpen, non-judgmental communication helps build trust and rapportSchedule time for mentor/ protégé to discuss issues and share ideasShare resources….we’ll give them back! (promise!!)Be reassured that you don’t have to know all the answers You can learn too…be open, collaborate, and shareThank you, thank you, thank you!

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BUILDING EFFECTIVE MENTORING RELATIONSHIPS: THOUGHTS FROM MENTORS

Below are the “voices” of over 100 Mentors. They were asked to reflect on their own experiences as mentors and share their thoughts with Beginning Teachers about how to develop a successful relationship with a Mentor.

Tips for Beginning Teachers

Feel free to ask questions because no question is insignificantDevelop a relationship with your staff and find someone you are comfortable withChoose your mentorPlease do not feel that you have to imitate the mentors teaching style or way of doing thingsOur relationship is a 2 way street – we can both learn from each otherMentors are also learning tooThere's no one right way--keep trying until you feel comfortable--accept that each person has their own way of doing thingsSchedule meetings so you can share and just talk or have an understanding of what sort of communication works for youCheck in regularly with mentor to reflect and discuss any issues that may arise (ask for a convenient time for the both of you)We learn just as much from you as you do from usDon’t be afraid to share your ideas, we might like them!Remember that there is life outside of teaching especially in the first year. It’s okay to say when you are overwhelmed/overloadedDon’t expect your mentor to have all the answers. Keep an ongoing dialogue with other colleaguesFeel free to speak to other teachers on topics/seek advice without feeling the pressure that you must stay with just one personRemember mentors want you to become great at teaching - the way you feel comfortable in doingLet your mentor know how much they are helping youYour mentor can and will learn from you too (so ask questions, share ideas)

Mentor Reflections

“Mentoring has improved my relationships with other teachers (not just Beginning Teachers). I have be-come more aware of the value of other teachers on staff, and more encouraged to share”

“The biggest part of the learning process for me has been that the relationship is reciprocal. By collabo-rating we learn so much from each other”

“Mentoring has helped me become more reflective about my own practice”

“Working with my protégé has rejuvenated my love of teaching”

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Mentoring Attributes

Voices of Beginning Teachers / Wordle - http://www.wordle.net

Effective Mentoring Strategies*

• Direct Assistance (e.g. Logistics / Planning / Consulting)

• Demonstration Teaching (e.g. Observation / Debrief / Action Plan)

• Observation & Conferencing (e.g. Scaling Questions / Coaching)

• Informal Contact (e.g. Building Trust & Rapport)

• Assessing Student Work (e.g. Moderated Marking / Collaborating)

• Role Modeling (e.g. Interaction with Colleagues / Students)

• Assistance with Professional Growth Plan (e.g. NTIP Strategy)

*Adapted from Jonson, Kathleen Feeney. Being an Effective Mentor: How to Help Beginning Teachers Succeed. 2008. Corwin Press Inc

THEMES OF SUCCESS

As you begin your teaching career, I'm excited to share with you the "voices" of over 2500 Beginning Teachers & Mentors who were asked this question:

As you think about your commitment to making a difference for students, tell a story about the best experience you have had so far this year.

Below you'll find the powerful themes that have emerged as your colleagues have reflected upon what contributes to our success as teachers and what is impactful upon the lives of our students. To me these voices reflect the "heart and the art" of teaching and learning.

Connecting with Students

Establishing an authentic personal connection with students (currency)Modeling caring, patience and humourBuilding inclusion promotes acceptance of and for studentsDeveloping a classroom community

Passion for Teaching

Harnessing personal experiences/passions and connecting these with teaching Trying something “new” (risk taking)Drawing upon internal resources and applying them to the classroomBringing personal excitement/passion to work

Attributes Based Approach

Empowering students by seeing attributes they possess (instead of deficits)Using students as a resource by accessing their strengthsListening and responding to student needs Seeing progress with a challenging student is so rewarding

Importance of School Culture

Collaborating at school with administration, colleagues, parents and studentsSharing/celebrating success is so powerfulDeveloping positive relationships with colleagues benefits both students and adultsCreating a supportive environment increases willingness to take a risk/experiment

Thank you to the over 2500 Beginning Teachers & Mentors who have shared their stories of success in their classrooms

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