Download - Mentoring For Mentors
Mentoring For Mentors
Effective Training, Models, and Practices
RRDSB Mentoring Model
MentorshipProgram
MentorTraining
New Teacher Orientation
Mentor / New Teacher
Pairs
On-going Professional Development
Alignment
Mentor Training
- Issues in Teacher Induction
- Case Studies/Role Playing
- The New Teacher
- The Mentor
Issues in Teacher Induction
Why do we need an induction program?
Experienced teachers reluctant to interfere
and/or offer assistance( Permission for use granted by Austin Educational Associates )
Double Barrier to Assistance
New teachershesitant to request assistance
Issues in Teacher Induction
Why do we need an induction program?What are the effects of not having induction programs?
What is happening provincially?
Goals of an induction program
Goals of Induction Programs
To support new teachers as they progress along a continuum of professional developmentTo increase teacher retention during the induction yearsTo promote the personal and professional well-being of novice teachersTo transmit the culture of the system to novice teachers
Phases of First Year Teacher’s AttitudeToward Teaching
Anticipation
Survival
Dissillusionment
Rejuvenation
Reflection
Sept. Oct. Nov. Dec. Jan. Feb. March April May June July
( Ellen Moir )
The New TeacherIntroduction of the Stages of Concern: Fuller - 1996 Self - Concerns about the self dealt with adequacy and survival as a teacher, class control, being liked by the pupils, and being evaluated. Task - Task concerns revolved around the use of teaching methods and materials and mastery of skills within the teaching and learning situation.
Impact - Impact concerns dealt with the teacher's effect on the students. Teachers are concerned with student's learning, their social and emotional needs and relating to pupils as individuals.
Important Characteristicsof Mentor TeachersDemonstrated Excellence in TeachingDemonstrated Excellence in Working with Adults
Sensitivity to the Viewpoint of Others
Active and Open Learner
Competent Social and Public Relations Skills
The Role of The Mentor
Definition:
A mentor is an experienced role model who supports the professional development of individuals new to the Board.
Both the new teacher and the mentor: - learn more about themselves - improve their skills - gain professional recognition
Are we
“One who knows.”
“One who supports .”
“One who mediates.”
Effective Mentoring Models
One on One
- Same School
-Same Family of Schools
- At a Distance
Effective Mentoring Models
Group Mentoring
- Department / Division
- Mentor Broker
- PLC’s
Effective Mentoring Models
Mentoring in the Context of a Professional Learning Community
- Grade / Subject
- Division
Sharing
Think about the mentor / new teacher pairs you have observed.
Discuss with your group practices that you have observed that are effective in terms of mentoring.
Effective Mentoring Practices
Knowledge
Foster Independence
RelationshipRelationship
Relationship
“Usually the best programs involve a team... They need to create a condition in which everybody in the school sees it as his or her job to help the new teachers succeed.” Willis Hawley