mentoring matters: roles, responsibilities, and relationships
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Mentoring Matters: Roles, Responsibilities, and Relationships. Alabama Teacher Mentoring Program: Training #1. Alabama Governor’s Commission on - PowerPoint PPT PresentationTRANSCRIPT
Mentoring Matters: Roles, Responsibilities, and Relationships
Alabama Teacher Mentoring Program: Training #1
Alabama Governor’s Commission on
State Department of Education Quality Teaching
Objectives
Participants will become familiar with two parts of the
Framework for the Alabama Teacher Mentor (ATM) program
begin to establish a vision for successful induction of beginning teachers
commit to mentoring review skills in communications, especially
those that promote reflection join a network of mentor-teachers
Agenda: Mentoring Matters
Overview: Goals, Agenda, Norms, Warm-up Introduction to Alabama Quality Teaching
Standards (AQTS) The Mentor Mission: Rationale for Mentoring Major Challenges: Reflecting on the “First Year”
of Teaching. Arenas of work for the mentor Expectations of Mentor Role; Training Overview Developing Relationships/Fostering Reflection
Group Norms
Be a learner—be open to new ideas. Respect others—listen to understand. Ask questions—seek clarification. Keep things confidential within the
group. Have fun!
Bingo
Find someone to sign and answer each of the squares on your Bingo card. (No one can answer more than one of the squares on your card.)
Complete all squares to score “Bingo”!
Why Mentoring?
Why Mentoring?
More importantly, to provide a “helping hand” so that beginning teachers develop into effective teacherseffective teachers —as soon as possible.
Why Mentoring?
Of the in-school factors that affect learning, the quality of teaching is the most important by far.
Marzano, Robert J. What Works in Schools: Translating Research into Action. 2003.
What teachers do—and don’t do—affects student learning outcomes.
Mentors can help beginning teachers develop into quality teachers.
Setting a Vision of Quality Teaching If you walked into that teacher’s classroom, what
would you see to let you know that he or she was effective? What would the teacher be doing? What would they have done before and after each
lesson that contributed to their effectiveness? What would you see in the classroom that would make
you know, “THIS IS QUALITY”?
Write legibly and use just a few words.
List each idea on a separate post-it.
In your groups
Share-Around your ideas. One person begin by sharing one Post-it idea.
Move around the table, with each person
sharing one idea. Look for commonalities. In the middle of your
table, on easel paper, create “clusters” of ideas that are similar.
Name each cluster.
Alabama Quality Teaching Standards
Developed by the Governor’s Commission on Quality Teaching, 2007
Based on research about effective teaching
Adopted by the Alabama State Board of Education
Alabama Quality Teaching Standards
A framework for thinking about quality teaching
Provides a common reference, shared vocabulary
Relates to ALL levels of teaching (K-12) and ALL content areas
Uses of Alabama Quality Teaching Standards
Teacher preparation
Supervising student teachers
Teacher recruitment and hiring
Mentoring beginning teachersMentoring beginning teachers
Structuring professional development
Alabama Quality Teaching Standards
Standard 1: Content Knowledge Standard 2: Teaching and Learning Standard 3: Literacy Standard 4: Diversity Standard 5: Professionalism
AQTS: JigsawCooperative Learning
At your table, number off from 1 to 5.
Your number matches the standard to which you are assigned to learn more so that you can share with other members of your group.
AQTS: Jigsaw
In your expert groups, Review your assigned standard.
Read the description, the rationale, and the key indicators.
Create a definition (in your own words) for this standard. What would it look like? What evidence would you
look for? How would you know if it is in place? Look for sample ideas you generated in the last
activity. Be prepared to present to the other members of
your original table group.
Alabama Quality Teaching Standards
Standard 1: Content Knowledge
Teachers have deep knowledge of the academic discipline they are teaching, facilitate students’ understanding of the subject, and know the state standards and district curriculum for subjects taught.
Alabama Quality Teaching Standards
Standard 1: Content KnowledgeAcademic Discipline(s)Curriculum
Alabama Quality Teaching Standards
Standard 2: Teaching and Learning
In a classroom environment conducive to learning, teachers use “best practice” instructional and assessment strategies appropriate to the students.
Alabama Quality Teaching Standards
Standard 2: Teaching and Learning Human DevelopmentOrganization and ManagementLearning Environment Instructional StrategiesAssessment
Alabama Quality Teaching Standards
Standard 3: Literacy
Teachers model and teach effective oral and written communication, integrating basic reading, math and technology as appropriate.
Alabama Quality Teaching Standards
Standard 3: LiteracyOral and Written CommunicationReadingMathematicsTechnology
Alabama Quality Teaching Standards
Standard 4: Diversity
Teachers differentiate instruction in ways that exhibit a deep understanding of cultural, ethnic, and social backgrounds; second language learning; special needs; and learning styles.
Alabama Quality Teaching Standards
Standard 4: DiversityCultural, Ethnic and Social DiversityLanguage DiversitySpecial NeedsLearning StylesGeneral
Alabama Quality Teaching Standards
Standard 5: Professionalism
Teachers engage in continuous learning and self-improvement through collaboration with colleagues.
Alabama Quality Teaching Standards
Standard 5: ProfessionalismCollaborationContinuous, Lifelong Professional LearningAlabama-Specific Improvement InitiativesSchool ImprovementEthicsLocal, State, Federal Laws and Policies
Checking For Understanding
Numbered Heads Together
Number off at your table from 1-5.
Use your handout, “Standards in Action.”
Checking For Understanding
As I direct your attention to a statement, get with others in your home group to decide: To which of the standards does this relate most closely?
Be ready to respond and give a rationale for your selection.
Mentoring Mission
To help support beginning teachers as they develop the skills and confidence to become quality teachers
Why Mentors?
“Induction” for beginning teachers relates to support, guidance, and orientation programs; can be in the form of classes, workshops, seminars, or mentors
Since 1990’s, mentoring has become the dominant form of induction.
Some of the Facts: Beginning Teachers
“In teaching, new entrants, fresh out of professional training, assume the exact same responsibilities as 20-year veterans…”
“Support for Beginning Teachers must Become a Top Priority” Working Toward Excellence: A Newsletter of the Best Practices Center, Fall 2001.
Some of the Facts: Beginning Teachers
Attrition in the first five years among beginning teachers is between 40%-50%
--Ingersoll and Kralik, 2004
Some of the Facts: Beginning Teachers Initiation of new teachers
has traditionally been “sink or swim”
In a survey of 1st and 2nd year teachers in Alabama:
< 40% said they had received help in establishing relationships with colleagues and managing class time
> 80% wanted assistance through professional development and an assigned mentor teacher (2000)
Final Word
Read the excerpt from “Support for Beginning Teachers Must Become a Top Priority.”
As you read, select three ideas that are interesting or seem important to you. Underline or highlight them so you can refer to them later.
Be prepared to talk about why you think they are important.
The Final Word
In your group… Select a facilitator, who will keep
your group on track—following the protocol.
Select a timekeeper, who has a watch with a second-hand and can multi-task (listen and talk and keep track of time.)
Select a volunteer, who agrees to introduce an idea first.
The Final Word
The protocol… One person volunteers to “lead off”—taking up
to three minutes to talk about one idea. Moving in clockwise fashion, every member, in
turn, responds for up to one minute. The opening speaker has one minute for “the
final word.” Repeat the above process for the next person.
The Final Word
Listen actively. Be open to what each
speaker is saying. Take notes. Speak only when it is your
turn.
Debrief the Final Word
Why might we have used this process rather than (1) lecture or (2) read and discuss at your tables?
Mentoring Mission
What can we do to ease the difficulties that beginning teachers face during the first year?
Let’s think together… About the major
challenges that beginning teachers will face this year. It may help for you to remember your first year as a teacher—and the feelings and difficulties that you confronted at that time.
Individually, make a list of the challenges that you expect teachers will face. List at least three.
1. ________________
2. ________________
3. ________________
4. ________________
5. ________________
Challenges Faced by Beginning Teachers
Give One…Get One
Stand up and find a partner. Listen as your partner shares one
of his or her ideas. If you don’t have that, add it to your list.
Be sure to share at least one idea with your partner that is new to his or her list.
If you both have the same items, create a new idea that you can both add.
Give One…Get One
Move to a new partner every time the leader calls time. From each partner, get a new idea to add to your list…and give one from your list.
What Help Do New Teachers Need?
????
????????
Needs Needs of of
new new teachersteachers
Needs Needs of of
new new teachersteachers
Alabama Teacher Mentoring Program: Spheres of Activity
Personal
Classroom
School
Application of the Spheres of Activity
Personal
Classroom
School
Expectations for Mentoring: “Say Something”
Find your handout, “Expectations for Participants in Alabama Teacher Mentoring Program.”
Now find a partner. Read through the first section, “Every new
teacher in Alabama can expect to:” When you finish, turn to your partner and say
something about what you read; listen as they say something to you about what every new teacher in Alabama can expect.
Expectations for Mentoring
Now read the second section, “Every teacher mentor in Alabama can expect to…”
Say something to your partner about what you read; listen as they say something to you about what every teacher mentor in Alabama can expect.
Expectations for Mentoring: What is “Ongoing Training?” Mentor consultants (from the Regional
Inservice Centers) and mentor liaisons (from the LEA) will provide training to mentor teachers.
Expectations for Mentoring: What is “Ongoing Training?”
1. Network of learners: Participating in face-to-face training
opportunities Sharing experiences Learning from and supporting one
another Staying current and on target with
responsibilities
Expectations for Mentoring: What is “Ongoing Training?”Proposed sessions:
Roles, Responsibilities and Relationships (1 day, August)
Coaching for a High-Performance Learning Environment (4 hours, October)
Assessing for Increased Student Achievement (3 hours, December)
Increasing Student Engagement (3 hours, February) Connecting Students to the Content (3 hours, April/May)
Expectations for Mentoring: What is “Ongoing Training?”2. Network of learners—through
the internet On-line support: post
questions and concerns Dialogue through web-
postings To stay in touch with colleagues To share ideas To connect with and share
resources
Expectations for Mentoring: What is “Ongoing Training?”3. PPTs to be posted on ALEX for viewing by
mentors, beginning teachers, and school administrators on the following proposed topics:
Alabama Quality Teaching Standards, (September) Resources for Classroom Management (November) Formative Assessment (November/December) Assessment of Mentor Program (December) Best Practices (February/March) Summative Evaluation of the Mentor Program (May)
Alabama Teacher Mentoring Program: Spheres of Activity
Personal
Classroom
School
Beginning Teachers’ Emotions During Their First Year
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July
Endurance
Eagerness
Distress
Renewal
Hope
Reflection
Beginning Teachers’ Emotions During Their First Year
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July
Endurance
Eagerness
Distress
Renewal
Hope
Reflection
As a mentor,
the best thing we can do is to establish a relationship built on trusttrust.
Consider this: “Too often in the process of change, we have
neglected the personal and interpersonal factors that contribute to the motivation to learn and the willingness to explore new ideas and new ways of being. First among these is trust, the sense that the relationship between knower and learner is solid, dependable, and honest.”
Frances O’Connell Rust and Helen Freidus
What characterizes a relationship built on trust?
Individually, generate at least three ideas of your own on a piece of paper.
Silent Sharing
Share your ideas silently by writing—one person at a time—one of your ideas on the easel paper in the middle of your table.
Continue to go around the table until all ideas are exhausted.
Quickly look at the ideas expressed at other tables. What are the commonalities that you notice?
Trust Mistrust Open Supportive Willing to Risk Respectful Genuine Cooperative Problem Centered Accepting & Warm Dependable
Closed Controlling Unwilling to Risk Disrespectful Hypocritical Competitive Solution Minded Rejecting & Cold Capricious
Trust: Its Multiple Dimensions
Authenticity—Be yourself.
Honesty—Speak the truth.
Listening—Listen to understand, not to judge
Confidentiality—Keep confidences.
NOT putting another down—Acknowledge and build on strengths.
NOT trying to take over—Remember your role.
Authenticity
“Authenticity is simply being honest with ourselves and being direct and honest with others. For whatever the reason, authenticity continues to be rare in our workplaces. Most interactions carry an element of role play, positioning, and strategy. All are reflections of our wish to control our environment and the people in it…. What is difficult about authenticity is that it is a high-risk strategy. It swims upstream in a culture of control….
Alabama Teacher Mentoring Program: Spheres of Activity
Personal
Classroom
School
Develop Supportive Relationships Among All
Members of the School Community
Beginning Teacher
Principal Mentor
All school staff
Plan a Session with the Principal about the ATM Topics: Your
expectations and understandings
For each expectation, what information do you want to provide?
For each expectation, what questions do you want to ask?
Prepare an Elevator Speech
What would you want to say to your faculty—in two minutes or less—about the mentoring program and about their role in helping to provide a successful year for the beginning teachers in your school?
Work with your table group to plan an elevator speech—something you could say in the time it takes to ride an elevator from the lobby to the 10th floor.
How can we help bridge the gap between…
a student of teaching…
…a teacher of students?and
Communication Strategies
Ordinary, everyday habits of communication won’t work as a mentor
We need extraordinary skills of listening, rephrasing, clarifying, and prompting thinking
Areas of Communication Skills
General Communications
Listening to understand Questioning—to clarify, to
elicit thinking, to promote reflection
Giving feedback
Communications Specific to Observing
Setting a focus Observing, collecting
data--evidence vs. opinion (non-evaluative)
Conferencing—giving feedback, stimulating reflection
Listening
“One of the best ways to persuade others is with your ears—by listening to them.”
--Dean Rusk
Listening
“It turns out that most people want less advice but more opportunity to explore their own thinking with a caring coach who is paying attention.”
--Patty McManus
Listening
A committed listener helps people think more clearly, work through unresolved issues, and discover the solutions they have inside them. This often involves listening beyond what people are saying to the deeply held beliefs and assumptions that are shaping their actions.
--Robert Hargrove
How to Listen
Stop talking…to others and to yourself Imagine the other’s point of view Look, act, and be interested Observe for the meaning behind the words Don’t interrupt. Wait until they finish and pause
at least three seconds (they may have more to say!)
Speak only affirmatively while listening Paraphrase to ensure understanding Stop talking…this is first, middle, and last!
Questioning
“You cannot teach a man anything. You can only help him discover it within himself.”
--Galileo Galilei
Mentor as Questioner Reflective—to engage a person in
thinking about his or her perception and understanding; to cause deep thinking about an issue
Probing—to get behind the thinking of a person; to cause them to go deeper in their thinking or be more explicit
Clarifying—to ensure a common understanding of what is said
Eliciting—to get more information, “Can you tell me more about that?”
Examples of Reflective Questions Tell me about… Did you notice…? What problems did you come across today? How are you planning to address this? What if…? I wonder…? How did you reach this conclusion? Why do you think…? Talk to me about what success might look like. Let’s assume for a minute that…” Imagine that you … What might be the relationship between ____ and ____?
Probing Questions or Comments To clarify,
“What do you mean when you say. . . ?” “Help me get behind your thinking. . .” Paraphrase: “Let me see if I’ve got this right. (Provide summary in
own words.)
To elicit more information “Can you give me an example of. . .?” “Talk about a time when you were able to . . .” “Say more about . .” “You’ve told me about how you hope to engage the students in
learning fractions. Now talk about how you will know if that strategy is successful.”
Reflective Dialogue
Purpose: To better understand the strengths you
bring to the role of mentoring To identify skills and strategies that
promote reflection
Individual Reflection: Personal and Professional Strengths
In the left column of your handout, write about the work you imagine you will be doing as a mentor.
Individual Reflection: Personal and Professional Strengths
In the right column, reflect on what, in your personal and professional life, has prepared you to perform this role effectively. That is, what strengths do you bring to this mentoring role? How did you acquire them?
Form groups of three. Two people will engage in a reflective dialogue while the other observes. InterviewerResponderObserver
Roles
1. Interviewer: Pose reflective questions to surface your partner’s understanding of the role of mentor as well as the strengths that he or she brings to the role.
Your role is to listen intently, probing gently when necessary.
Roles
2. Reflector: Talk to the interviewer openly about your perceptions of the job of mentor teacher…and how you see your own strengths helping you in this challenging role.
Reflect deeply about how your past experiences—both personal and professional—have enabled you to perform this job well.
Roles
3. Observer: Look for evidence of deep reflective thought. What did you notice that facilitated reflection?
A. Verbal: What did the interviewer say that seemed to prompt reflective thought?
B. Non-verbal: What did the interviewer do that seemed to facilitate reflection?
Debrief Reflective Dialogue
In your triads, think about the following:
What kinds of questions were most effective in promoting reflection?
What other factors contributed to the reflection?
What conclusions can you draw about reflective questioning?
Facilitating Reflection
What did you learn from this activity that you might be able to transfer to your work as a mentor?
Making a Commitment
Based on the discussion today, what new ideas or affirmations of old ones do you have? Write down two or three.
What are you willing to commit to do with your beginning teacher?
What questions do you have?
References Block, Peter. Flawless Consulting: A Guide to Getting Your Expertise Used.
San Francisco: Jossey-Bass. 2000. Chartier, Myron R. The 1991 Annual: Developing Human Resources, edited
by J. William Pfeiffer. San Diego, CA: University Associates. 1991. Hargrove, Robert. Masterful Coaching: Extraordinary Results by Impacting
People and the Way They Think and Work Together Ingersoll, R. and Kralik, J. “The Impact of Mentoring on Teacher Retention:
What the Research Says.” Denver: Education Commission of the States. 2004.
Marzano, Robert J. What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD. 2003.
Moir, Ellen. “The Stages of a Teacher’s First Year.” A Better Beginning: Supporting and Mentoring New Teachers. Ed. By Marge Scherer. Arlington, VA: ASCD. 1999.
Rust, Frances O’Connell and Freidus, Helen. Guiding School Change: The Role and Work of Change Agents. Teachers College Press, 2001.
Senge, Peter and others. The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization. New York: Doubleday. 1994.
“Support for Beginning Teachers Must Become a Top Priority.” Working Toward Excellence: A Newsletter of the Best Practices Center. Fall 2001.