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Welcome to the 2007 Day 2

Teacher Mentor Support

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DoE MENTOR PROFESSIONAL LEARNING 2007Pre Program

Day 1 Between Program

Day 2 Post Program

Promotional material in Ed Times

Pre-reading articles

Induction in Effective Schools on Website

18 programs in November, repeated in February in 24 locations across the state:

THE PRACTICE OF MENTORINGComprehensiv

e Learning Guide

Follow up readings & LG

Interview Mentoree at least once

Mentors talk with Principal and leadership team

Further learning opportunities to develop the mentor’s skills & knowledge in 28 locations across the state

Follow up readings &LG

Links to P&D website

Commence planning for the school’s 2008 Beginning Teachers

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TEACHER MENTOR SUPPORT DAY 2 PROGRAM

• Reflecting on my Mentoring Relationship

• Mentoring Stages

• Emotional Intelligence

• Principal’s Perspectives - examining mentoring practices in other schools

• Additional Resources in the Learning Guide

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LOOKING BACK TO DAY 1

Mentoring is ‘Shared experiences that facilitate a reciprocal process of constructing and examining knowledge’ and skills to improve teacher practice.

Thompson

L.G. page 30

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Your Mentoring Relationship . . . . . .- How is it going?-To what extent has your relationship been

Reciprocal ? Dynamic ? Reflective ? Based on Professional Support ?

-What have you learned?L.G. page 71

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HOW HAVE YOU GONE WITH THE SKILLS COVERED IN DAY 1?

Active ListeningObservingReflective PracticeGiving and Receiving Feedback

Is there a dominant skill used? Why?Is there a reason for the one being used least?

L.G. page 72

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MENTORING STAGES

Mentoring is like any other relationship and it will go through predictable stages as the partnership and individuals develop. While the stages may have some characteristics in common they will be qualitatively different from each other.

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THE STAGES OF MENTORING: At all stages we would expect to see skills: to build a successful relationship i.e. empathy, trust, respect, open mindedness and responsiveness

that enable active listening, observation, initiating reflective practice, giving and receiving feedback

to facilitate exploration of effective teacher practice within the context of the VIT standards

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THE THREE STAGES:

First Stage: The mentor assists the mentoree –the mentoree is more dependent

Second Stage: The mentoree is more self-directed but needs more consistent and frequent feedback - the mentoree grows increasingly independent

Third Stage: The mentoree is no longer reliant on the mentor and can provide possible solutions to problems encountered - the mentor and mentoree are interdependent

L.G. page 73

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AS YOU EXAMINE PAGE 75 . . .TALK ABOUT• What has been working well?• What are your mentoree’s strengths?• What sort of issues have you been

working through?• What can be improved?• What are your current priorities?

What are the similarities and differences?

L.G. page 74 &75

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MENTORING AT A SCHOOL LEVELTalk about . . . Using your work as a mentor as an aspect of your Performance Plan, how has this gone? Meeting with the Principal and leadership team, what was the result?Where is the school at? What has been the level of discussion?How useful has the Learning Guide been as a practical resource to share with others?

What useful outcomes, discoveries or strategies can you share?

L.G. page 76

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EMOTIONAL INTELLIGENCE

“ a form of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action”

Salovey & Mayer

L.G. page 79

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Threshold Capabilities

Adaptive Enablers

Internal External

Technical Competence

Management Competence

Personal Competence

Social Competence

Increa

sed E

ffectiveness

ADAPTIVE ENABLERS

L.G. page 81

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ADAPTIVE ENABLERS help you to become a good mentor

• Personal Competence e.g. your self- awareness and positive self concept, your flexibility, motivation and knowing your own values

• Social Competence e.g. your ability to build trust and relationships, to engage in reflective inquiry and your highly developed interpersonal and communication skills

L.G. page 81

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PRINCIPAL’S PERSPECTIVES ON MENTORINGWilma Culton Serpell PS Large Metropolitan Chris Joustra Morwell Park PS Medium RuralRoss Bevege Berwick SC Large Metropolitan 7-12David Adamson Essendon & East Keilor DC Large Metropolitan Multi Campus

Graham Wood Kiewa Valley PS Small RuralDavid Farrell Undera PS Smaller RuralMark Portman Kinglake West PS Small RuralErnie Fleming Flora Hill SC Large Rural 7-10Bryan Ward Timboon P-12 Large RuralColin Schot Concord SDS Medium Metro P-12Vin Feeney St Joseph’s College Large Catholic 7-12James Laussen Overnewton Anglican Community College

Large Independent P-12

How can these case stories be used to inform your school?

L.G. page 93 -118

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EVALUATING INDUCTION & MENTORINGAll programs should be evaluated in

terms of their effectiveness and in planning ahead.

• activity 9.1 and 9.2 may be useful for your mentoree to complete

• consider using the evaluation on page 120 and 121 (Induction in Effective Schools) or modify it

• page 122 may be used for evaluation or planning

L.G. page 119

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POSTER SHEETS

Reflective Conversations

Expose Assumptions

Build Trust

Promote Thinking

Consider Alternatives

What Does

Induction Look Like?Guiding Principles

…..of Effective

Professional Learning

….. of Induction

L.G. page 124, 125

18http://www.sofweb.vic.edu.au/pd/ies/index.htm

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http://www.sofweb.vic.edu.au/innovations/pandd/index.asp

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. . . .The committee was particularly impressed by the structured, state-wide, co-ordinated mentoring and induction program established by the Victorian Institute of Teaching and the Department of Education. . . . . The support includes the provision of a mentor who has been specifically trained for the role.

House of Representatives

Standing Committee on Education and Vocational Training

Feb 2007

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Thank you for being

Top of the Class.

Your work with Beginning Teachers is appreciated.