november 2007 virginia department of education mentortraining
TRANSCRIPT
November 2007
Virginia Department of EducationVirginia Department of Education
MENTORMENTORTRAININGTRAINING
November 2007
Let’s begin with…Let’s begin with…
FOURFOUR
CORNERS CORNERS
Listen to the question.
Move to the appropriate corner based on your answer to the question.
Be ready to listen to the next question and move to the right corner.
November 2007 3
Four Corners: Question #1
How many beginning teachersdo you have in your schooldivision this school year? Back left: 1 to 25
Back right: 26 to 100
Front left: 101 to 250
Front right: More than 250
November 2007 4
Four Corners: Question #2
How long has your division hada “formal” mentoring program?
Back left: 0 to 3 years
Back right: 3 to 7 years
Front left: 7 to 10 years
Front right: More than 10 years
November 2007 5
“Mentor programs help beginning teachers make a successful transition into teaching by relying on the expertise of veterans to provide a clinical, real-world training process.”
Guidelines for Mentor Teacher Programs
for Beginning and Experienced Teachers
June 22, 2000
November 2007 6
Four Corners: Question #3
What model of mentoring doyou currently use?
Back left: Santa Cruz
Back right: Pathwise
Front left: Great Beginnings
Front right: Locally Developed
November 2007 7
Four Corners: Question #4
How many years have you
personally been involved in
mentoring beginning teachers? Back left: 0 to 1 year
Back right: 2 to 5 years
Front left: 6 to 10 years
Front right: More than 10 years
November 2007 8
Purpose of Mentor Training
To provide divisions witha range of materials andresources to accomplish
the objectives ofa mentoring program.
November 2007 9
In order to accomplishthese purposes, we will use a “trainer of-trainers” model to:
Provide a suggested sequence of experiences/activities
Practice, as a participant
Receive the materials necessary to deliver training in local divisions
November 2007 10
Agenda: Day 1
• Getting to know the participants
• Welcome and introductions
• Establish purpose of the training
• Establish Goals/Expectations
• Why mentoring?
• Understanding the needs of beginning teachers
• Characteristics of effective mentoring
• Language of support
• Formative assessment
November 2007 11
Welcome & Introductions
• Please introduce yourself to your table group.
• Each table group should develop ONE goal/expectation regarding today’s training.
• Be prepared to report out to the entire group.
November 2007 12
Why Mentoring?
Guidelines for Mentoring Teacher Programs for Beginning & Experienced TeachersVirginia Department of Education
• Retaining quality teachers• Improving beginning teachers’ skills and
performance• Supporting teacher morale, communications and
collegiality• Building a sense of professionalism, positive attitude• Facilitating a seamless transition into the first year of
teaching• Putting theory into practice• Preventing teacher isolation• Building self-reflection
November 2007 13
Teacher Retention Statistics
• 17% of teachers leave after one year
• 30% of teachers leave after two years
• 40% leave after three years
• Nearly half leave after five years
Mentoring Beginning Teachers: Guiding, Reflecting, CoachingBoreen, Johnson, Niday and Potts (2000)
Why Mentoring?
November 2007 14
Why Mentoring?
Cost Implications
• The cost of replacing a teacher is 25-35% of the annual salary and benefit costs.
• It costs $11,000 every time a teacher leaves the profession.
Center of Best Practices of the National Governors Association
November 2007 15
Guidelines for Mentor Teacher Programs
“The 1999 Virginia General Assembly enacted the Education Accountability and Quality Enhancement Act … aimed at supporting educator productivity and accountability. The elements of the legislation include the … mentoring of new teachers and those experiencing difficulties as part of the training of continuum for all teachers. The legislation amended the Code of Virginia § 22.1-305.1 Mentor Teacher Program.”
Guidelines for Mentor Teacher Programs for Beginning and Experienced Teachers Virginia Department of Education
November 2007 16
Why Mentoring?
IT’S THE LAW!!Code of Virginia §22.1-305.1
November 2007 17
Understanding the Needs of the Beginning Teacher
• Work in table groups.
• Get chart paper and markers.
• Draw a picture of what a first-year teacher looks like.
November 2007 18
Most Commonly Reported Problems Facing Beginning Teachers
• Classroom discipline
• Motivating students
• Dealing with individual differences
• Parent relations
• Planning class work
• Evaluating student work
• Insufficient materials and supplies
• Students’ personal problems
• Relations with colleagues
Veenman, 1986
November 2007 19
Phases of First Year Teachers’Attitudes Towards Teaching
Anticipation
Survival
Disillusionment
Rejuvenation
Reflection
Anticipation
I’m ready!
HELP!
Yes!I can!
Winter Break!
Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug
Ellen Moir, UC Santa Cruz, 1990
November 2007 20
Roles of a Mentor• Resource• Problem Solver• Advocate• Facilitator• Coach• Collaborator• Learner• Assessor• Trusted Listener• Teacher
• Find the role assigned for your table.
• Generate a list of specific activities a mentor might do in that role.
• Write one activity per Post-It Note.
November 2007 21
Roles & Phases
Using your Post-It Notes, place each Post-It Note on the beginning teacher phase where you feel it would most benefit the beginning teacher.
• Anticipation• Survival• Disillusionment• Rejuvenation• Reflection• Anticipation
November 2007 22
Characteristics of an Effective Mentor
“Think/Pair/Share”
• Think about someone who has been a mentor in your life.
• Jot down what that person was like? What characteristics made them an effective mentor?
• Share with an “elbow partner.”
“The message mentors provide is twofold: You are worth my time and effort because you are a valuable human being. And I can offer you – by my word or deed, or by the example of my life – ways to expand your horizons and to increase the likelihood that you will achieve success.”
One on One: A Guide for Establishing Mentor Programs, USDOE
November 2007 23
An Effective Mentor
Does not:
–Evaluate
–Judge
–Assume the role of an expert
–Attempt to clone him/herself
November 2007 24
Characteristics ofan Effective Mentor
• Talk with your table about your mentor.
• Using the format of a newspaper want-ad, create a mentor want-ad for your division.
• Include qualities desired, job responsibilities, and
benefits of the job.
• Post it on the wall.
Remember: Want-ads are briefand focus on key points. Don’t
forget to include where to apply if interested in being a mentor.
November 2007 25
Characteristics of an Effective Mentor
• Committed to the role of mentoring• Accepting of the beginning teacher• Capable of observing in a non-biased
manner without judgment• Skilled at providing instructional support• Effective communicator with excellent
interpersonal skills• Model of a continuous learner• Communicator of hope and optimism James B. Rowley, Educational Leadership, May 1999
November 2007 26
Mentoring for “What?”
• Improved teaching performance
• Increased student achievement, especially among traditionally underserved student populations
• Increased retention of teachers
Virginia Requirements of Quality & Effectiveness for BeginningTeacher Mentor Programs in Hard-to-Staff Schools (June 2004)
November 2007 27
Mentoring programs need to be based on teaching standards.
November 2007 28
Understanding the Purposes of Teaching Standards
Teaching standards provide:
• A conceptual model of good teaching
• Common language for teaching
• Clear benchmarks for assessing the performance of beginning teachers
November 2007 29
The Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents (Virginia Department of Education, 2000) defines five
major categories of evaluation criteria:
• Planning and Assessment
• Instruction
• Safety and Learning Environment
• Communication and Community Relations
• Professionalism
Defining Good Teaching
November 2007 30
Mentoring based on teaching
standards ...
improves teaching performance
which ...
increases student
achievement!
November 2007 31
The “How” of Mentoring
“Induction is a process – a comprehensive, coherent, and sustained professional development process that is organized by a school district to train, support, and retain new teachers and seamlessly progresses them into a lifelong learning program. Mentoring is an action. It is what mentors do. A mentor is a single person, whose basic function is to help a new teacher.”
Harry K. Wong
November 2007 32
Building a Trusting Relationship
VISUALIZATION
Think of a person with whom you’ve
enjoyed a trusting relationship.
32
November 2007 33
Building a Trusting Relationship
Silent Share• Begin a “silent share” by having one person jot
down one of the characteristics of this trusting relationship.
• Continue recording “round robin.”
• You may pass at any time.
• Appoint someone to be prepared to share with the rest of the participants & post your chart.
• Silently scan the charts and identify similarities.
November 2007 34
Give One – Get One• Jot down 3 strategies you will/can
use to develop a trusting relationship with your mentee.
• Get up and find someone at another table.
• GIVE ONE idea from your list to your partner. GET ONE IDEA FROM YOUR PARTNER.
• If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists.
Note: Exchange no more thanone strategy with any given partner.
November 2007 35
Language of SupportParaphrasing
Letting the teacher know thatyou hear, understand, and care.
ClarifyingLetting the teacher know that you
hear, but you’re not sure of what youheard
• In other words…
• What I’m hearing…
• From what I hear you say…
• I’m hearing many things…
• As I listen to you, I’m hearing…
• So, you think…
• It sounds like you want…
• Let me see if I understand…
• To what extent…?
• I’m curious to know more about …
• I’m interested in…
• Tell me how that idea is like (or different from)…
• So, are you suggesting…?
November 2007 36
Language of SupportMediating
Allowing the teacher to reflect or raise awareness
ImaginingHelping the teacher to think
about alternatives.
• What’s another way you might ...?
• What criteria do you use …?
• What would it look like if …?
• When have you done it like this before …?
• What might you see happening if …?
• How was …different from …?
• How do you determine …?
• It’s sometimes useful to …
• A couple of things you need to keep in mind …
• Something you might try considering is …
• To what extend might … work in your situation?
• There are a number of approaches …
• What do you imagine might … ?
November 2007 37
Role Play:Modeling the “Language of Support”
November 2007 38
Role Playing with the “Language of Support”
Think of a situation you’ve dealt with in school that you wouldlike to discuss with a colleague, or make up a situation.
For each round, try to use at least one:• Paraphrasing statement• Clarifying statement or question• Mediational question• Pausing and silence
Mentor Mentee Observer
Round 1 Person 1 Person 2 Person 3
Round 2 Person 3 Person 1 Person 2
Round 3 Person 2 Person 3 Person 1
November 2007 39
“Give a man a fish; you havefed him for today. Teach aman to fish; and you have
fed him for a lifetime.”Author Unknown
November 2007 40
The Role of Evidencein Formative Assessment
We collect evidenceto help the beginningteacher assess hisor her practice -- formativeassessment.
Formative assessmentis the exercise of diagnostic professionaljudgment for the purpose of analyzingpractice and student learning and of guidingfuture development.
Formative assessment is free of any potential penalty.
November 2007 41
• Is an ongoing measurement of growth over time
Uses evidence of student learning and teacher practice to help identify areas of strength and those that need growth
Is objective and data-based
Is responsive to the teacher’s developmental needs
Is interactive and collaborative
Involves assessment tools that support inquiry and reflection
Formative Assessment …
November 2007 42
Evidence vs. Opinion
• In your table groups, use a T-Chart to compare evidence and opinion.
• Develop a definition of “evidence.”
• Be prepared to report out to the whole group.
Evidence Opinion
Summary Statement:
November 2007 43
Main Entry: ev·i·dence Function: nouna: an outward sign: INDICATION
b: something that furnishes proof : TESTIMONY http://www.m-w.com/dictionary/evidence
• Based on truth
• Material items or assertions of fact
• Free from opinion and prejudice
November 2007 44
Evidence or Opinion?
The students were excited.
The class was out of control.
The teacher said the Vietnam War was a waste of tax-payers’ money and military time.
Two students were sleeping throughout the lesson.
OR
November 2007 45
Evidence: “Just the facts, ma’am!”
Evidence can be collected in anumber of ways:
• VERBATIM SCRIPTING of teacher or student comments: “Would one person from each table come to collect the materials?”
• NON-EVALUATIVE STATEMENTS of observed teacher or student behavior:
“The teacher stands by the door, greeting students as they enter.”
• NUMERIC INFORMATION about time, student participation, resource use, etc.:“Three students offer nearly all the comments during the discussion.”
• An OBSERVED ASPECT of the environment:“The assignment is on the board for students to do while roll is taken.”
November 2007 46
Evidence vs. Opinion:Carousel in Teacher Observation
Examples of actual teacher observation are posted along the wall.STEP #1
• With your table group, go to one that is nearest to you.• With a BLUE highlighter, underline all examples of evidence. • With a RED marker, underline all examples of opinion.
STEP #2• Rotate to the RIGHT.• Determine whether you agree or disagree with the decision of the previous group.• Rephrase all opinion statements to make them evidence.
STEP #3• Rotate RIGHT.• Review the work of the previous groups.• Reflect on the activity within your group and be
prepared to report out.
#1
#2#3
November 2007 47
Tools for Collecting Evidencefor Formative Assessment
• Scripting of a lesson• Document review
(lesson plans, professional growth plan)
• Videotaping• Charting
teacher/pupil talk - dialogue
• Movement patterns• Analyze student work
• Questioning strategies/question types
• Mannerisms• Modality preference• Pacing• Non-verbal feedback• Classroom
arrangement• Response behaviors
November 2007 48
November 2007 49
Ways the group’s goals were met.
Ideas you want to take back to your
mentoring program.
Question you still have.
Let’s summarize what we’ve done
in Day 1.
November 2007 50
Agenda: Day 2
• Reflections on Day 1
• The Coaching Cycle
• Dealing with Challenging Situations
• Calendar of Mentoring Activities
• The Selection Process
• The Role of the Principal
• Accountability and Evaluation
November 2007 51
A Mentor Acrostic
M…………...E……………N……………T.…………...O……………R……………
Post your acrosticon the wall. Be
prepared to share with the group.
November 2007 52
The Coaching Cycle
Stage 1: Pre-Observation
Stage 2: Observation
Stage 3: Post-Observation
November 2007 53
Stage 1: Pre-Observation Conference
Brainstorm in your table groups:• What is the purpose of the pre-observation
conference?• What questions should you ask?• What materials will you need to bring?• What issues do you need to be sensitive about?
In your table groups, develop acheck-list for a Pre-Observation
Conference with a beginning teacher.Be prepared to report out.
November 2007 54
Stage 2: The Observation
Remember:• You are a silent observer.• Honor the pre-observation Conference
decisions/focus.• Collect evidence! Evidence! Evidence!
November 2007 55
Stage 3: Post-Observation Conference
Post-observation conferences should be:• Timely!
• Confidential
• Focused on evidence collected
• Non-evaluative/non-judgmental
• Reflective for the beginning teacher
• Designed to promote growth for the beginning teacher
November 2007 56
The Coaching Cycle:Putting It All Together
Read Case Study #1.Individually analyze theobservation data and, as a tablegroup, generate questions youmight ask the beginning teacherin the post observationconference.
Tomaree is a first-year teacher who
completed a fifth-year teacher
preparation program. Her
background is in secondary social
studies education, and she hopes to
one day be a high school history
teacher. She is teaching in a brand
new middle school, recently opened
by a large suburban school district
that serves students from a wide
range of socio-economic
backgrounds. At the time of this
observation, Tomaree has been
teaching for approximately three
weeks and this is her first formal
observation by her mentor. Her
classes meet for 90-minute blocks.
The class . . .
Case Study #1
Selective Scripting
November 2007 57
The Coaching Cycle: Putting It All Together
Read the case study provided. Role play a post-observation conference based on the information.
Make sure to:• Use the linguistic skills of mentoring• Focus on the evidence• Identify at least one goal for professional growth
Mentor Mentee
Round 1 Person 1 Person 2
Round 2 Person 2 Person 1
November 2007 58
What if …
• … your beginning teacher refuses your assistance.• … you go to observe and the classroom is totally
out of control?• … you see no improvement in the beginning
teacher’s practice despite repeated discussions?• … your beginning teacher is not following
school/district policy?• … an administrator comes to you and suggests
that you work on a particular thing with your beginning teacher?
• … your beginning teacher is dressing or acting unprofessionally.
November 2007 59
Calendar of Mentoring Activities
August September October
November December January
February March April
May June
November 2007 60
Selection Process
• Mentor completes and application. Committee interviews and makes selection.
• Mentor is committed to professional growth of self and beginning teachers.
• Mentor is close in proximity to the beginning teacher.• Mentor teaches same grade level/subject as beginning teacher.• Mentor has release time to work with the beginning teacher.
November 2007 61
Selection Process
• Mentors are chosen by principals at random.
• Mentors accept the responsibility for pay or points only.
• Mentors may or may not teach the
same subject/grade level.
• Little or no time is provided for
the mentoring process.
November 2007 62
Non-Negotiables
Within your table groupdevelop a list ofnon-negotiables.
November 2007 63
The Bottom Line!
You are wasting your
and
without an effective mentor selection process.
November 2007 64
Role of the Principal
• Recognize the needs of the beginning teacher -- keep a pulse on the developmental levels and stages of beginning teachers in the school.
• Be aware and supportive of the goals of the mentoring program.
• Allow for space/time considerations for mentoring.
November 2007 65
• Honor issues of confidentiality between mentor and beginning teacher (fire wall!).
• Ensure that beginning teachers and mentors benefit from the mentoring process.
• Acknowledge and accept the role of the principal as a new teacher mentor.
Role of the Principal(cont.)
November 2007 66
Building in Accountabilityand Program Evaluation
• Pre/Post Surveys• Contact Logs• Monthly Reports (to
principal and/or mentor coordinator)
• Quarterly Benchmarks• On-line Discussion
Groups• Monthly Meetings
• Contact Logs• Teacher Retention
Data• Student Achievement
Data• Survey Data• Annual Reports
November 2007 67