So you want to be a mentor. . .?

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So you want to be a mentor. . .?

• Day 2
• Mastery in this profession is the journey, not
  the destination.
• Making Mentoring Work,
• Lipton Wellman, ASCD, 2003

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Objectives for Day 2

• To learn the elements of an effective mentoring
  program
• To learn the importance of building trust and
  communicating effectively
• To understand differing levels of mentor support
• To understand the difference between formative
  and summative from the perspective of the mentor
• To understand how to use the mentor materials and
  where to locate them

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Agenda

• Communication and Trust
• Levels of Support
• Formative vs Summative
• Program Expectations
• Program Materials

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Case Study Analysis

• Read Never Got a Chance.
• Identify those behaviors that interfered with a
  trusting relationship.
• What could the mentor have done differently?

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Building a Trust Relationship
Trust ...
is the foundation upon which an effective support
relationship is built.
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Inattention to Results
Five Dysfunctions of a Team
Avoidance of Accountability
Lack of Commitment
Fear of Conflict
Absence of Trust
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Five Key Components Used to Measure
Trustworthiness

• Benevolence
• Reliability
• Competence
• Honesty
• Openess

2003 Northwest Regional Educational
Laboratory Tschannen-Moran Hoy (1998)
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To build trust
Act non-judgmentally Admit mistakes Attempt to
understand Behave consistently Be visible and
accessible Demonstrate professional knowledge and
skills Express personal interest in others Keep
commitments Listen reflectively Maintain
confidentially
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http//www.youtube.com/watch?vsfkZo9JP3GY
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Communication
7 of communication is composed of spoken words
38 tone of voice
55 body language
Thomas Crane, The Heart of Coaching, FTA Press,
2005
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Primary Communication Filters

• Mental State
• Emotional State
• Current State of the Relationship

Thomas Crane, The Heart of Coaching, FTA Press,
2005
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Communication SkillsNon-verbal
S- O- F- T- E- N-
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Language of SupportVerbal Skills

• Paraphrasing
• Clarifying
• Mediational Questions
• Teachable Moments
• Non-Judgmental Responses

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The guide on the side. . .

• Use language that assumes the best intentions of
  the teacher
• Use professional language that speaks to best
  practices
• Use language that keeps the focus on teaching and
  learning, on the students, and on student
  achievement
• Do not use compliance language compliance is
  short-term, but change must be long-term

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Mentoring Conversations
Mary
Tyson
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Mentoring Protocol

• Assess the Beginning Teachers Needs
• Establish a Focus for the Work
• Support the Teachers Movement Forward
• Promote Accountability

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Lets Practice Mini-vignette Activity
Get in groups of 3. Decide who is A, B, and
C. Each person chooses a vignette. Hold a
10-minute conversation with A as the
coach/mentor, B as the new teacher, C as the
observer. The observer will collect evidence on
the language used, questions asked, protocol, and
body language. After 10 minutes switch roles
until each person has the opportunity to serve in
each role.
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Lunch
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Levels of Support
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Coaching IS

• A continuous growth process that assists a
  colleague in moving from where he or she is to
  where he or she wants to be
• Active discussion and respectful, collegial
  reflection about perceptions, professional
  thinking, and instructional decisions
• Done in supportive environment that emphasizes
  LEARNING rather than TEACHING
• A non-judgmental process organized around three
  goals
• Establishing and maintaining trust
• Facilitating mutual learning
• Helping individuals reflect and act autonomously
• Asking open-ended questions
• A learned skill

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Coaching is not

• Imposing your will on a teacher or a team
• Telling the right answer or dictating actions
  to be taken
• A punitive action
• A formula-driven process
• A fix for a problem
• Passive observation

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Mentoring Support
Consulting
Collaborating
Coaching
Information analysis
Reflection self-direction
Coachee Behaviors
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Lets PracticeStrategic Card Sort

• Examine the support and assessment strategy
  cards.
• Arrange the cards from most to least directive.
  Considering the following
• who controls the flow of information
• under what circumstances would a new teacher
• best be supported by a given
  strategy
• to what extent does the strategy promote
  autonomy

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Mentoring as a Formative Process
VS
Survival
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Formativehelping to shape, develop or mold
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Formative Assessment

• Essential Characteristics
• Establishes professional norms of inquiry and
  reflection
• Ongoing measurement of growth over time
• Objective and data-based
• Responsive to the teachers developmental needs
• Interactive and collaborative
• Variety of assessment tools
• Teacher driven
• Based on teaching standards

• How is this different from other forms of
  assessment you have experienced?

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Why Formative Assessment?

• Focuses the beginning teachers growth
• Guides the work of the mentor
• Establishes professional norms of inquiry into
  and reflection upon practice
• Parallels the key role of assessment in effective
  instructional practices

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Implementing a Formative Assessment System
Collect and analyze baseline data, self-assess
against standards
Collect Data
Set professional goals develop professional
growth plan
Plan
Implement professional growth plan collect
analyze data
Teach
Assess growth and revise plan or begin new inquiry
Reflect
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• Your mentoring will focus on
• 11 components for 1st year teachers
• 16 components for 2nd year teachers.

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4 Key Elements to Successful
Mentoring Program

• Articulation of Best Practice
• Balancing Immediate and Long-Term Needs
• Approach to Teaching As Inquiry
• Commitment to Collaborative Partnerships

Ellen Moir, NTC, USC Santa Cruz
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A Mentor for Every New Teacher

• NOT optional
• State requirement identifies specific criteria
  that must be met in mentoring program
  (22.1-305.1)
• State funding and end-of-year reporting required
• NNPS Enhancing Professional Practice is approved
  by the state and must be followed

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Enhancing Professional PracticeEPP

• NOT optional
• Provides framework for mentor program
• Approved by the state
• Primary components
• Building Relationships
• Classroom Observations
• On-going Support
• Reflection

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Materials
http//nnadmin.sbo.nn.k12.va.us/educatorhq/
All materials can be found online at the Educator
HQ website.
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Mentoring Conversations
3rd Point
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Roleplay a discussion from EPP.
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Formative assessment information is kept
separate from evaluative decisions made by the
administrator.fire wall
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Mentors are agents of growth.
The role of the mentor is to assist not assess.
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Professional Development Management
Systemhttps//newport.schoolnet.com/

• Documents your work with new teachers
• Used to validate supplement
• Use to award relicensure points.

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What questions do you have ?
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Save the Date
October 8

• Oct. 20, 2009
• Day 3 Training

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M ake
E very
N ew
T eacher
O ur
R esponsibility