mentor teacher workshop 2009 nancy sharpe strawbridge, ed.d., principal bay creek elementary school,...

Mentor Teacher Workshop 2009Nancy Sharpe Strawbridge, Ed.D., PrincipalBay Creek Elementary School, Walton County Public [email protected]

mailto:[email protected]

2009-2010 Nancy Sharpe Strawbridge, Ed.D. 2

Welcome . . .

Our wiki site is:

http:///wcpsmentorteachers2009.wikispaces.com

Please try to read the discussion board and post something each month about your mentoring experience.


Goals of mentoring. . .

• unprecedented retention of exceptionalteachers (or teachers with the potentialto be exceptional)

• the beginning of a pool from which to grow exceptional school leaders

• a rewarding (or at least learning) experience for the mentors


Things to think about. . .• “a mentor may be the only reason a beginning teacher

stays beyond the first year or two—the difference between someone leaving our profession or becoming a master teacher”

• Research has found that novice teachers working with mentors possess higher levels of teaching skills than new teachers without mentors (Evertson & Smithey, 2000).

• Mentors NEED to be excellent teachers who believe that there is more than one way to do almost everything!


What matters to new teachers. . . • the opportunity to observe other teachers• common planning time with other teachers in their

grade/area• assigning new teachers to smaller classes,• holding new teacher orientation prior to the start of

school• providing constructive feedback based on non-evaluative

classroom observations• assigning mentors to new teachers

Andrew, Gilbert, & Martin. The First Years of Teaching:

Disparities in Perceptions of Support (2006)


What do your principals have to say?

• Stay positive—no matter what!• Don’t clue new teachers in to building gossip and nay-

saying.• Speak highly of colleagues and district personnel.• Emphasize work ethic and commitment to students.• Help your protégé “fit in” and thrive in the culture in your

building.• Encourage your protégé to ask for help when needed!


What makes a good mentor?• Commitment• Intelligence• Good oral and written communication skills• Ability to accept the beginning teacher—the ability

to ask the right questions, not just provide answers• Ability to accept multiple, alternative solutions to

simple and complex problems• Skilled at providing instructional support• Interpersonal skills in a variety of contexts• Model for continuous learning• Ability to communicate optimism and hope


Roles a mentor may play. . .

• Advisor—providing useful information; offering social and emotional support

• Role model—modeling success in the school and the school system

• Coach—helping a protégé to work through and solve problems and accomplish goals; teaching him/her how to “decode” the school culture

• Supporter—promoting a protégé and giving him/her access to a mentor’s professional network

• Friend—assisting a new teacher in finding his/her way in the school, school system, and area


• Often mentors are selected for the wrong reasons– Because it is “their turn”– Because they have been in the building

longer– To make the mentor feel good???– Because they are a good teacher (will a good

teacher necessarily be a good mentor?)– If you think this may be you—let’s talk!


Important stuff. . .

• General orientation and procedural things—how things work around your building

• The Media Center and teacher work areas• Supplies, machines, finding what is needed, ordering

procedures• Safety drills—fire, tornado, etc.• Attendance, leave requests, AESOP• Lunch—when and where . . . the bathroom!


Really important stuff. . .

• Getting ready for students• Planning for the first few weeks• Discipline procedures• Communicating with parents• System instructional initiatives• The Georgia Performance Standards• Working with instructional coaches, grade &

department chairpersons• Pyramid of intervention, IEPs, grading, etc.• Site specific information


Really, really important stuff. . .

• How do you do things around here?• What are the unique things about the culture

of your building? your principal? your students? your school community?

• The importance of high quality teaching using scientifically proven practices ALL THE TIME.

• Helping your protégé to succeed in your building—teaching assignments, assigned students, “reading between the lines?”


“The difference between a beginning teacher and an experienced

one is that the beginning teacher asks,

`How am I doing?’ and theexperienced teacher asks,

`How are the children doing?’”


Like the experienced teacher, the experienced mentor

will want to know “how is my protégé doing” and “what can I do to bring him/her

along.”


Creating a vision for your relationship withyour protégé:

Define what being a “great” teacher means to you, & think through the kind of relationship that you want to have with your protégé. Set out to purposefully create

this kind of relationship with your protégé and lead that person to becoming a great teacher through

ongoing, systematic support.


Mentors should. . . • Be in close proximity*• Have the same planning

time and lunch time*• Believe in multiple solutions• Have superior teaching

skills• Be interested in multi-year

mentoring• Be committed to the

school’s vision• Have heart!* If this is not your situation—let’s talk!


Mentoring must be. . .

intentional with a clear differentiation of

supervision and support. Depending on your protégé's

background differentiated support may also be needed.


What does intentional look like?

• mentors assigned at the time of hiring (April-June)• an opportunity to visit in the new school at the

end of the year• summer contact from mentor, grade chair, and

others• ongoing support before and beyond the beginning

of school; multi-year support as needed• opportunities to observe throughout the school


Mentoring that is intentional and deliberate

can be your first, best step to contributing to a building level culture that is productive, to enhancing student

achievement through excellent teachers, and

identifying future teacher and administrative leaders.


Resources• The 21st Century Mentor’s Handbook—Paula

Rutherford• Why Didn’t I Learn This in College—Paula Rutherford• The First Days of School—Harry Wong• The Everything New Teacher Book—Melissa Kelly• 101 “Answers” for New Teachers and Their Mentors—

Annette L. Breaux• What Successful Mentors Do—Hicks, Glasgow &

McNary• Teachers Mentoring Teachers—John Daresh

mentor teacher workshop 2009 nancy sharpe strawbridge, ed.d., principal bay creek elementary school,...

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