Mentoring Matters: Creating LearningFocused Relationships

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Mentoring MattersCreating Learning-Focused
Relationships

• Middle Grades Reading Institute

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First and Foremost

• Teachers benefiting from skilled mentoring are
  more likely to
• Increase their efficacy as instructional
  problem-solvers and decision-makers
• Engage in collaborative professional exchanges
  regarding improved practice
• Remain in the teaching profession

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The Mentors Role

• LEARNING-FOCUSED mentoring relationships make a
  significant emotional and intellectual difference
  for teachers in their new and continuing
  practice.
• Clearly structured entries into the profession
  frame the learning journey toward expert
  teaching.

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Beliefs and Assumptions

• Classroom instruction is a powerful influence on
  student achievement.
• A deeper, more accurate understanding of the
  processes of teaching subject matter enables
  teachers to design and deliver more effective
  instruction.
• Teachers can benefit from the study of
  research-based practices if they are provided
  with support and structured learning experiences.

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Beliefs andAssumptions

• Teacher learning is strengthened by
  collaboration, peer coaching and collective
  action that takes place in a small group setting.
  
• One-on-one interaction between a study team
  coach/mentor and individual teachers makes a
  significant impact on teacher learning and
  effectiveness.
• Collective study and application of
  research-based practices can increase the
  effectiveness of nearly all instructional
  programs.

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Lifelong Learning

• We dont learn to teach
• We learn from our teaching.

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CognitiveDevelopment

• Developing higher level thinking is a major goal
  of skillful mentoringThere are numerous studies
  correlating teachers conceptual development with
  improved outcomes for students.

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Reflecting Conversations

• Reflecting conversations consolidate and extend
  professional thinking and habits of mind. They
  can occur after specific events such as lessons
  or meetings, or at scheduled intervals to reflect
  upon patterns of teaching practice and student
  learning.

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Expert Teachers

• Teachers at higher conceptual levels
• Are more able to read and flex in the classroom
• Are continually adapting the learning
  environment and methods to better meet the needs
  of individual students
• These greater conceptual abilities make expert
  teaching possible.

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Building Teacher Capacity Through Mentoring

• Knowledge of Self

• Knowledge of the Structure of the Discipline

• Knowledge of Teaching Skills and Capacities

• Knowledge of Learners and Learning

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Study Groups at Work
Setting targets for improved performance
Comparing performance to standards or goals
Looking at data together
Creating and implementing action plans
Measuring the results
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Characteristics of Effective Study Groups

• A clear, agreed upon purpose
• An understanding of and commitment to collective
  inquiry
• A commitment to collective action
• A willingness to experiment
• A focus on results for students

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7 Effective Communication Skills

• Pausing (to think)
• Paraphrasing
• Probing for specificity
• Putting ideas on the table
• Paying attention to oneself
• Presuming positive intentions
• Pursuing a balance between advocacy and inquiry

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What is the work of study groups?

• Analyze data that describe student learning
  (including students perspective)
• Compare current levels of student learning to
  standards or goals
• Identify and prioritize areas of strengths and
  weaknesses relative to those standards
• Devise and implement actions to improve
  instruction
• Measure the results of the changes they make in
  instruction.

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Strategies Successful Study Groups Use

• Collective analysis of student work
• Observation of each others students during
  instruction and practice
• Videotaping
• Responses of students during instruction
• Instructional behaviors of teachers
• A year-long topic of study
• Case-based learning to inform practice
• Support recourses to meet goals/outcomes
• A solutions-focused approach
• Protocols or rubrics
• Professional Development Training

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A Guide to Successful Study Groups

• Use a Thinking Framework to establish clear
  goals
• Encourage the use of reflective dialogue
• Focus on the collective analysis of student
  work/performance
• Use multiple professional development strategies
• Recognize all study team members as equals
• Use Reflective Feedback" to assess the goals of
  each study group and to transfer learning to
  action

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A Guide to Successful Study Groups

• Keep the group small3 to 6 members
• Meet weekly or bi-weekly (regular, scheduled
  meetings)
• Establish group norms revisit routinely
• Rotate study group leadership among members
• Use a plan of action to guide study group work
• Complete a reflection at the end of each study
  group meeting
• Utilize a range of communication strategies

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Developing these Characteristics

• Knowledge always serves as the foundation for
  action and commitment.
• Modeling provides a confidence-boosting image of
  themselves as successful.
• Support increases the likelihood that study team
  members will not give up.
• Accountability is the mirror image of support it
  increases the likelihood that people will follow
  through on their commitments.
• Feedback is necessary to change behavior.

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Benefits for Students

• Improved student learning
• Increases student clarity about student outcomes
• Students perspective is used by teachers to
  improve instruction and enhance learning

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Benefits for Educators

• More effective instructional strategies in our
  repertoire
• Collaborative sharing and gathering of expertise
• More effective use of data to drive improvement
  in instruction
• Increased professional knowledge about
  curriculum and instructional approaches
• Commitment and confidence in ability to promote
  student learning
• Building critical awareness and self-assessment
  skills