The Magic of Mentoring for

1
The Magic of Mentoring for

• New and Returning Teachers
• Division of Career Education Department of
  Elementary Secondary Education

2
The History of this Mentoring Program

• Fourth Year for Statewide Career Education
  Mentoring Program
• State Board of Education mandates two years of
  mentoring for all new teachers
• Career Education Mentoring Program meets that
  2-year requirement when protégés participate for
  two years

3
New Teacher Mentoring Program
4
Who are the players?

• Check out pages 3 and 4 in the notebook
• Mentors
• Protégés
• Content Experts
• DESE Section Staff
• MCCE Staff

5
Qualities of a Good Mentor

• Commits to the roles and responsibilities of
  mentoring.
• Accepts the beginning teacher as a developing
  person and professional.
• Reflects on interpersonal communications and
  decisions.
• Serves as an instructional coach.
• Models a commitment to personal and professional
  growth.
• Communicates hope and optimism for the future.

6
So, whats in it for you as a

• MENTOR
• Opportunity to refocus on teaching practices and
  reflective skills
• To fulfill the desire to give back to the
  profession
• Opportunity for ongoing collaboration

• PROTÉGÉ
• Receive the support and encouragement of an
  experienced teacher
• Opportunity for structured reflection of my
  teaching experience on an ongoing basis
• Opportunity for ongoing collaboration

7
Four Principles of the Mentoring Process

• Mentoring is a complex process and function.
• Mentoring involves support, assistance, and
  guidance, but not evaluation of the protégé.
• Mentoring requires time and communication.
• Mentoring should promote self-reliance in the
  protégé.

8
Important Points to Remember Teachers as Adult
Learners

• Adults are motivated to learn as they experience
  needs and interests.
• Adults orient learning to life.
• Experience is the richest resource for adult
  learning.
• Adults have a deep need to be self-directing.
• Individual differences between people increase
  with age.

9
Age-Based Stages of Adult Development Share
with your partner what stage you are in
Age Stage
16-22 Leaving the Family 22-29 Getting Into
the World 29-32 Age 30 Transition 32-35 Establ
ishing Roots 35-40 Becoming Ones Own
Person 40-43 Midlife Transition 43-50 Restabil
ization 50-65 Preretirement
10
Guidelines for a Successful Relationship

• Willingness to invest time and energy.
• Understand that teachers have a positive effect
  on the quality of schools
• Sense of confidence in your own abilities.
• Belief that mentoring is a mutually enhancing
  professional development opportunity in which
  both partners will achieve satisfaction from the
  relationship.

11
Working Together to Ensure Success

• Get involved in the mentoring process
• Take responsibility
• Be an objective observer
• Ask questions and listen to each other
• Chart your course
• Network
• Take risks
• Reflect
• Give back

12
Working as a Team

• Start and build the relationship both being
  active participants taking initiative to make
  contact with the other.
• Establish two-way communication listening,
  looking, leveling.
• MAINTAIN CONFIDENTIALITY
• Get to know each other early in the relationship.

13
Choose Your Level of Commitment

• Level 1 irregular contact, interaction limited
  to basic information, survival strategies are the
  emphasis of protégés learning.
• Level 2 regularly scheduled contact and
  satisfies protégés needs for information,
  discussion centers on current problems.
• Level 3 Mentor protégé maintain regular
  contact, collaboration occurs around best
  practices in multiple areas of teaching.
• Level 4 Contact with each other takes priority
  and has protected time. Both promote learning
  and get to the level of connections between
  instructional practice and student results.

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Factors Leading to Low Mentor Commitment

• Lacks appreciation for the importance of the work
• Unclear about a mentors roles and
  responsibilities
• Overextended in his or her professional or
  personal life
• Unable to accept the protégé s beliefs or
  behaviors
• Fears rejection by the protégé
• Lack of appreciation for mentoring in the school
  culture
• Judges the protégé to be highly competent
• Low commitment from the protégé

15
Factors Leading to Low Protégé Commitment

• Strong desire to be an autonomous professional
• Fear of being judged inadequate
• Believes asking for help is a sign of
  incompetence
• Unable to accept the mentors beliefs or
  behaviors
• Does not want to be a burden to another
  professional
• Lacks appreciation for the complexity of teaching
• Judges the mentor to be uncaring
• Low commitment from the mentor

16
Interactions Reflective Practice

• Interactions vary in approach
• Consult provide information, technical
  assistance
• Collaborate share ideas, to problem-solve
• Coach improve instructional decision-making and
  increase reflectivity in practice
• Reflective Practice (Edward DeBono)
• P N- I
• positive
• - negatives
• interesting or intriguing ideas
• neither plus or minus

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Types of Requests for Help
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As soon as you receive a request, you begin to
assess the situation. Even though you may not be
aware of it, in your mind you seek answers to
questions such as
What does this person need?
What does this person want from me?
What can I do for this person?
- Gazda, et al., 1991
19
Protégé Speaks
Request for Action
20
Protégé Speaks
Request for Action
Request for Information
21
Protégé Speaks
Request for Action
Request for Information
Request for Understanding
22
Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
23
Types of Inappropriate Interactions

• With your partner brainstorm possible
  inappropriate interactions.

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Types of Inappropriate Interactions

• 1. Gossip
• 2. Chronic Complaining
• 3. Inordinate Griping
• 4. Rumor
• 5. Solicitation of a Dependency Relationship
• 6. Encouragement of Negative Activity

- Gazda, et al., 1991
25
Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
APPROPRIATE ACTION
26
Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
APPROPRIATE INFORMATION
27
Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
EMOTIONALSUPPORT
28
Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
REFUSAL TO PARTICIPATE
29
The Mentor Beliefs Inventory
The inventory you are about to take has been
designed to help you better understand the basic
beliefs you hold about mentoring and how those
beliefs might influence your mentoring behaviors.
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Instructions
Take and self-score The Mentor Beliefs Inventory

Time 15 minutes
31

• When you finish scoring the inventory, share
  and discuss scores with your partner. Remember
  There are no right or wrong answers or good or
  bad scores.

32
The Mentoring Beliefs Inventory
Nondirective
Collaborative
Directive
2.2
2.3
2.1
Source Developmental Supervision by Carl
Glickman, 1985.
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The Mentoring Behavior Continuum
Nondirective
Collaborative
Directive
1. Listening 2. Clarifying 3. Encouraging
4. Reflecting 5. Presenting 6. Problem
Solving 7. Negotiating
8. Directing 9. Standardizing 10. Reinforcing
Source Developmental Supervision by Carl
Glickman, 1985.
34
Developmental Level Defined
Developmental level, according to Glickman
(1985), is determined by motivation, experience,
and competence.
35

• Working with your partner, take 2 minutes to
  think of situations in which it would be
  appropriate to employ a directive approach to
  mentoring.

36
When to Use Directive Behaviors
Directing Standardizing
Reinforcing

• When the mentor has knowledge that the protégé
  does not possess
• When the mentor knows what the problem is and the
  protégé does not
• When the protégé's behavior is self-defeating but
  is not viewed as such by the protégé
• When the protégé is consistently defensive and
  closed to feedback
• In a crisis situation where the personal or
  professional well-being of the protégé is at stake

37

• Working with your partner, take 2 minutes to
  think of situations in which it would be
  appropriate to employ a nondirective approach to
  mentoring.

38
When to Use Nondirective Behaviors
Listening Clarifying
Encouraging

• When the protégé possesses more knowledge than
  the mentor
• When the protégé is seriously concerned about a
  problem and the mentor does not see a problem
• When the mentor judges that a protégé's proposed
  action is safe
• When the beginning teacher is capable but
  reluctant to act
• When the mentor wants to gain insight into the
  protégé's level of skill or motivation

39

• Working with your partner, take 2 minutes to
  think of situations in which it would be
  appropriate to employ a collaborative approach to
  mentoring.

40
When to Use Collaborative Behaviors
Reflecting Presenting Problem Solving
Negotiating

• When the mentor and protégé both possess
  knowledge about the topic or issue
• When the mentor understands one part of a problem
  and the protégé understands another part
• When there is time for collaboration, and the
  mentor senses that the protégé is ready to assume
  more responsibility
• When the mentor senses that the protégé needs to
  feel part of the decision-making process

41
Phases of the First Year
3. Anticipation
1. Anticipation
3. Reflection
1. Survival
3. Rejuvenation
2. Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Jun Jul
42
Brief Overview of the Phases of First Year
Teaching

• Anticipation - Looking forward to what will be
  happening in the classroom. August, September
• Survival - September October realities set in.
  Facing problems they do not have experience in
  addressing them.

43

• Disillusionment - November - January is
  hit-the-wall time. Nonstop schedule may affect
  health and sense of confidence
• Rejuvenation - winter break marks a transition
  brining a clearer sense of the realities
  January - March

44

• Reflection - best time for reflection is the last
  week or two of the year. Take stock of the work
  done. March - May
• Mentors are essential in helping the protégé look
  back.

45

• Reflection is important throughout the year.
  Reflecting gets better the more it is done. Much
  is gained from reflecting together.
• Begin again with
• Anticipation!
• May - August

46
Developmental Levels of Concern

• A study by Fuller (1969) asked educators to
  describe their chief concerns. The study
  resulted in the identification of three
  developmental levels of concern.

47
Take a minute now to quietly reflect on how you
would answer the following question. Protégés
can go back to your earlier concern. Mentors
think of a concern you have now.
What is your primary concern as a teacher?
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Developmental Levels of Concern Theory
- Fuller, 1969
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Stage 1 The Survival Stage
Survival Stage Matches Anticipation
Survival Phase
Stage One
teachers in this stage are primarily focused on .
. .
50
Self
51
- How am I doing?- Will I make it?- Do
others approve of my performance?
Some key Survival Stage questions are . . .
52
Stage 2 The Task Stage
Task Stage Disillusionment Phrase Survival Stage
Stage Two Stage One
teachers in this stage are primarily focused on .
. .
53
Time
and
Task
54
- Is there a better way?- How can I do all
that is expected of me?- How can I improve
this?
Some key Task Stage questions are . . .
55
Time Crunchers Frequently Reported by Beginning
Teachers

• After-School Activities
• Coaching
• Lesson Planning
• Extra-Duty Assignments
• Grading Papers
• Faculty and Other Meetings
• Graduate School
• Finding Instructional Resources

• Preparing for Parent Conferences
• Decorating the Classroom
• Tutoring
• Modifying Lessons
• Catching Up on Paperwork
• Classroom Cleanup

56
Stage 3 The Impact Stage
Impact Stage Rejuvenation Reflection
Phases Task Stage Survival Stage
Stage Three Stage Two Stage One
teachers in this stage are primarily focused on .
. .
57
Student Outcomes
58
- Are students learning?- How can I support
student achievement?- Is my work meaningful to
students?
Some key Impact Stage questions are . . .
59
Stage 1 The Survival Stage Appropriate Mentoring
Behaviors
Look for opportunities to provide specific
praise. Express interest in shared
ideas. Empathize by sharing experiences. Reflect
on things that are going well, on successes as
well as on setbacks. Participate in social as
well as professional activities. Share your
coping skills, and encourage a balanced life that
includes time for self, family, and friends.
60
Stage 2 The Task Stage Appropriate Mentoring
Behaviors
Prioritize the many tasks that must be
completed. Share lesson plans. Share your methods
of more efficiently accomplishing common teaching
and management tasks. Speak with or observe
colleagues who demonstrate exemplary
practice. Reflect on motives for pursuing a
particular task.
61
Stage 3 The Impact Stage
Appropriate Mentoring Behaviors
Engage in collegial dialogue that focuses on
meeting the needs of individual learners. Discuss
complex teaching strategies. Collaborate with or
observe outstanding teachers who model best
practices. Reflect on how students are different
as a result of your work.
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Common Problems

• What are some things you can think of that might
  be problematic?

63
Decision Points

• A method to assist the protégé and mentor in
  beginning their professional and personal
  relationship

64
Individual Mentoring Plan

• Action Plan for the Mentoring Year
• Use the decision points worksheet to set goals
  and actions for the year.
• Consider experiences the protégé wants to work on
  and what will help complete those.
• Include other types of things that you, as a
  team, determine will be helpful for the protégé.

65
Visit

• The mentor may visit the protégé or the protégé
  may visit the mentor.
• The visit is highly recommended to occur in the
  first semester.
• Submit an expenses reimbursement form to MCCE and
  a visit report to the assigned content expert
  when the visit is completed.
• (Reimbursement forms can be accessed on
  www.mcce.org/about/travel.html )

66
Visit Pointers

• Prioritize concerns
• Introduce yourself to administration
• Use positive statements and strengths
• Examine resources
• Discuss state reports and timelines, etc.
• Talk about balancing career and personal lives.
• Reflect with protégé
• Report any concerns to the content expert.

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Structured Experiences

• Guide protégés through activities required of
  teachers. Strive to complete 2/semester.
• Mentors guide their protégés on the experiences,
  provide feedback, and complete comment forms.
• Special Note Protégés should keep copies of all
  their work forwarded to their mentor mentors
  need to send a copy of the comment form to both
  the protégé and the content expert..

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Mentoring Program Evaluation

• An online evaluation link will be sent to you
  around April 1, 2007. Both mentors and protégés
  will complete the evaluation individually.
• Complete the evaluation and submit online to
  MCCE.
• Your feedback helps strengthen the program.

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Summary of Key Points

• Stay in touch.
• Be a good listener.
• Share with each other.
• If there are problems, get in touch with your
  mentoring contact or content expert.
• Mentoring has positive effects on both mentors
  and protégés.

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Finding Support on www.mcce.org

• Entire Notebook is on the web
• All the forms are there to be filled out and sent
  to your partner and content expert
• Expense Reimbursement
• Substitute Forms

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Course Information

• Offered through CMSU
• 1st Year Protégé 2 credit hours
• 2nd Year Protégé 1 credit hour
• Mentor 1 credit hour/year with a maximum of 2
  years
• Information will come from MCCE about the
  summer07 course and registration
• Be sure MCCE has your email address if you are
  interested in credit
• 80/credit hour