welcome mentors & coaches!
TRANSCRIPT
Welcome Mentors & Coaches!
As you arrive, sign in and make a name tag.
Think and talk about:
1. A celebration
2. An unexpected surprise
3. Something you are looking forward to
Share with tablepartners.
Resources
• Pacing Guide for CEL5D (I will get the link from Ashley in
Chimacum and send it to you.)
• Other frameworks? (If you find pacing guides for
Danielson or Marzano, please let me know and I will
spread the word. Thanks!)
• ECPE—Early Career Performance Expectations
published by CSTP and OSPI; available online at
http://cstp-wa.org/cstp2013/wp-
content/uploads/2014/02/3_ecpe-book_e_file.pdf
OSPI MENTOR ROUNDTABLE PROFESSIONAL DEVELOPMENT FOR THOSE WHO SUPPORT THE
GROWTH OF NOVICE EDUCATORS
WELCOME
Margaret Nugent
Today:
•Thinking about needs of novice teachers
•Planning ahead for mentoring
•Using questioning to focus mentees
Roundtable purposes:
• to connect with others in our region who do similar work
• to learn about instructional mentoring & induction
• to refine and develop our mentoring tools & skills
• to give and receive coaching around our work
• to improve through reflection
Logistics for Learning
• Advocate for your own learning.
• Tend to your needs.
• Be fully present.
• Be ready to move often.
• Give yourself permission to learn. It is impossible to get better and look good at the same time.
- Julia Cameron in The Artist’s Way
6
Developmental Stages of
Beginning Teachers
Rejuvenation
Think about…
➔ Rejuvenation is not a given.
➔ Some evidence suggests state testing creates a second shallower dip.
Standing Partner Conversation (3 min. each)
Talk about…
➔ What stage(s) do you think your teachers are experiencing?
➔ What evidence do you have of their stages?
Silent Sticky Note Brainstorm
★ Write down at least 3 upcoming events or ideas that you
might plant a seed about/discuss with your teachers.
○Data collection
○End of course exams
○A unit of study or a unit test
★ Use a separate sticky note for each idea/event
All Around the Table Protocol
●Get ALL voices into
the conversation
● Practice listening
●Clarify our thinking
by verbalizing our
ideas
●Get ideas from other
mentors
Why: How:
1. Quickly go around the
table taking turns.
2. Each person shares ONE
sticky note, while others
listen.
3. Hold conversations
until the end.
4. After 3 minutes, table
groups discuss, ask each
other questions, share
unread notes.
Individual Reflection
What would you like to convey regarding the importance (or lack of importance) of each item?
How much time and energy do you think each might
require, and what influences your thinking about time
needed?
What might be some “need to knows” for each item? What
might be the “nice to knows” for each?
How might your mentee‘s current developmental stage
influence your approach and decisions about these
conversations?
Transition
• Set aside the sticky notes.
• You may want to use these ideas later in the coaching
conversation.
• To prepare for the coaching conversation, we are going to
review invitational questions and learn about another type
of questioning.
“I still don’t have all the answers,
but I’m beginning to ask the right questions.”
Lee Lorenz
New Yorker Cartoon
Published February 27, 1989
15
Two Types of Mediational Questions
According to Lipton and Wellman in Mentoring Matters:
• Inquiring/invitational questions – “open thinking, invite
multiple responses, and are generally asked from a
collaborative or coaching stance...communicate a desire
to explore…”
• Probing questions – are “intended to focus
thinking…elicit examples, criteria, and details that support
precision in verbal responses.”
• “Both types of questions contain verbal and nonverbal
elements designed to invite thinking.”
Questions that promote thinking
Real – You don’t know the answer to it.
Honest – No advice hiding as a question (Have you thought
about . . .?)
Open-ended – Require more than a yes/no reply
Prompts for thinking – Not descriptive, research, or retell
(What happened? What did they do?); but higher level
instead (What were you noticing? What options were you
considering?)
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Invitational Questions
Use Plural Forms ideas, options, reasons
Suggest Possibilities hunch, some, might
Eliminate Why what, how
Are grounded in Positive Presuppositions:
* As you think about ways you might check your
students for understanding, . . . ?
* What structures are you considering that might
help students . . . ?
Invitational Questions
Like good paraphrasing, strong invitational questions include:
Invitation + Topic + Cognition(There is no set order to these.)
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“Go To” Invitational Questions
As you reflect on _______ today, what are some
successes that _______ experienced?
What are some things you did to make that happen?
What is a challenge that came up?
What are some things you might do to address that
challenge?
Probing Questions
• Sometimes mentees will seem to be spinning and
lost in their own words or feelings. They may be
repeating stories, making vague generalizations
over and over, etc.
• Questions that probe for specificity are one way
to help mentees focus, get clarity, and stop
spinning.
Say Something:Mentoring Matters: bottom of page 59 to bottom of page 61
Partners: Silently read & stop at the end of the first section
titled Vague Language.
Each partner Says Something. Please keep to ONE to TWO
sentences each.
Continue reading silently, stopping, and saying something at
the end of each section.
If you finish early, go back and have a deeper conversation
about any areas you want to discuss.
Practice Probing for Specificity
• Activity on page 62 in Mentoring Matters lists some vague
statements.
• Create one or two questions for each that you could use
to probe for specificity if faced with these statements.
• Practice with a partner at your table. Have one partner
read a statement from the page or create a vague
statement of their own. The other partner responds with a
question for specificity.
Let’s Practice Our Learning-Focused
Conversation Skills
Form New Pairs
• Find a new partner by making eye contact with someone
not at your table.
• Arrange yourselves side-by-side, knee-to-knee.
• Decide who will coach first and who will speak first..
Preparing - Note some changes
• Coach – Create an invitational question to start your
conversation around one or more of today’s topics. During
your learning-focused conversation, notice places where
speaker is vague and probe for specificity.
• Speaker – Allow the coach to start the conversation, talk about
whatever is important to you right now and enjoy receiving this
gift of coaching.
2 Minute Debrief
• As a team, take two minutes for a short debrief regarding
the use of questions and any other topics that seem
pertinent.
P. S. Reflection
Principle—What’s a big idea you are carrying
away with you today?
Skill—What specific skill for this work will you be
practicing and refining next?
You Can Earn Clock Hours for Mentoring