Mentoring Builds Leadership Skills

And Teacher Effectiveness

Mentoring’s ImportanceThe Resident Educator Program increases the

need for mentoring in Ohio as well as creating more teacher leadership opportunities.

The most frequently occurring number of years on the job for teachers is dropping in schools. (Nat’l School & Staffing Survey data– 1987-88 15 years, 2003-04 1 to 5 years, 2007-08 one year.)

Many schools are losing teachers within the 1st 5 years. How do you retain teachers? Teacher morale is lower. (MetLife Survey of the American Teacher)

Teacher EffectivenessSkills of an effective teacher include:

Good communication skillsReflection on workUsing well chosen instructional strategiesWell developed listening skills

Attitudes of effective teachers include:• Growth mindset • Commitment to students and community• Truly believe all people can learn

A Teacher’s viewpoint

Mentoring & LeadershipThe goal of this presentation is to convince you

that mentoring will build teacher leaders.

Mentoring can be a stepping stone to a more effective teaching/learning environment.

The skills and tools used for mentoring help teachers develop the leadership skills necessary for success as a teacher leader.

Teacher leaders are created through effort and not natural selection. There is more to it than having or not having skills.

Building leadership

Mentoring is RequiredWe know that mentors are part of professional

development such as the Resident Educator (RE) program in Ohio.

We should know the skills needed to be a successful mentor and the benefits to the teachers involved in the process.

Build leaders while meeting requirements = double the benefits for your time commitment

Effective MentoringRequires:

The ability to build adult relationships and collaborate.

Skills in articulating teaching strategies, analyzing evidence, and supporting teacher growth.

The ability to work with all who have a stake in a beginning teacher’s success.

The ability to work with administrators who supervise new teachers while maintaining confidentiality to gain the teacher’s trust (EL. 5/2010, “What Mentors Learn About Teaching” p.80 )

Administrator’s View

Teacher to Leader“Mentors gained a “global view” that affected

their vision of good schools and good teaching. – EL 5/2010 page 77

A group of teacher leaders can supply the variety of professional knowledge needed to sustain school improvement. –Danielson EL 9/2011 page 16

Teacher leaders have the desire to contribute to a wider audience. Building the skills needed to work with and communicate to that audience can be enhanced through mentoring.

Teacher Leadership

Formative Assessment for Leadership

An effective Mentoring program allows for teacher growth in a learning environment.

Mentoring encourages differentiation in leadership development.

Mentoring provides a platform for development of leadership skills.

Teacher leadership does not have to happen by accident or individual teacher initiative.

Building Leader

Examples of Actions Micro Mondays – ½ hour on Mondays at the end of

the day to discuss professional topics of choice. Trained group leaders, provide an open environment for trust and the Building Leadership Team publishes topics of discussion later.

Teacher initiated investigations such as grading structure are encouraged and supported.

FAC – Allow teachers to bring issues that concern them to a monthly meeting where all work to respect viewpoints and resolve issues. Equal voices.

It’s Not About You!It’s about creating a more

successful learning environment.

It’s not about you! If, as a teacher,

I present the same lessons in the same manner that I have in the past;

I seek no feedback from my students; I do not analyze and evaluate their work in a

manner that changes my own emphasis, repertoire, and timing;

Others from the audience?

Then I have absolutely no way to become a better teacher. (Glickman. Page 5)

It’s not about you! If, as an administrator,

I stay in my office and complete my paperwork; I delegate only clerical tasks to teachers; I do not analyze and evaluate teachers’ work in a

manner that changes my own emphasis, repertoire, and interaction with teachers;

Others from the audience

Then,I have absolutely no way to move from managing

things to leadership of people in the organization.

A Leadership Resource

Structure, organization and policy suggestions to build a learning community

Chapter Titles Building Professional Relationships

Mentoring New Teachers

Organizing Study Groups

Coaching

Leading and Supporting Collaboration

Building and Sustaining Learning Communities

Appendix: Monthly Focus Chart for Mentoring

Chapter 6 ExampleIdentifying And Supporting Teacher Leaders

Identification enhances leadership talents & helps ensure continuous nurturing of new leadership

Sources for New Teacher Leaders – Figure 6.5Existing ranks of leaders – formal positionsTeachers recognized for excellenceProfessional development plans Identify emerging leaders in curriculum work,

assessment development etc.Leaders in processes related to the learning org. –

mentor training, policy & procedure reviewAsk – make a specific invitation for a task / benefits

Resource for Mentors

Leadership Examples

Leadership StylesLearning Advocates Believers

Transformationalist

Synergizer Method Masters

Fully Invested Owner

Present Balance Keeper Servant

Inquisitor Detective

Defining Teacher Leadership

What are teacher leaders? Formal Teacher leaders – department chairs, master teacher,

instructional coach etc.

Informal Teacher Leaders –they just emerge, influence comes from peers’ respect for their expertise & practice

Teachers with the ability to collaborate with others

Teachers that exhibit persuasiveness, open-mindedness, flexibility, confidence, and expertise in their fields

Opportunity to build leadership skills – curriculum & assessment design, data analysis etc. Also skills to facilitate group meetings, listen carefully, decide on a course of action, and monitor progress

(Danielson EL Sept. 2007, Page 16)

Defining Teacher Leadership

How to build teacher leadersLayer the learning-don’t overwhelm teachers

Promote social interaction- personal level

Spotlight success- teams & individuals

Ink practice sessions into the weekly schedule

Use “us” language

It’s not a choice- collaboration, support the team

Dare to delegate

(JSD Spring 2005 Vol. 26, No. 2 Page 19)

ResourcesMentoring Beginning Teachers: guiding, reflecting,

coaching /Jean Boreen etc. Stenhouse Publishers. ISBN 978-1-57110-742-8

Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration / Judy Carr etc. ISBN 13: 978-1-4166-0296-5

Leadership for Learning: How to Help Teachers Succeed / Carl D. Glickman. ASCD. ISBN 0-87120-596-3

Mirror Images: New Reflections on Teacher Leadership / Casey Reason & Clair Reason. ISBN:9781412994040

Resources ContinuedSchool Leadership that Works /Marzano etc.

ASCD ISBN 1-4166-0227-5

Educational Leadership. Vol. 65 NO. 1 / September 2007 (Teachers as Leaders is the theme of issue)

Educational Leadership. Vol. 69 NO. 2 /October 2011 (Coaching The New Leadership Skill- theme)

The Journal of the National Staff Development Council. Vol. 26 NO. 2 / Spring 2005 (Leadership at the school level is the theme)

Thank Youfor exploring together.Questions? r.e.rayburn@sbcglobal.net