200708 New Mentor Training

1
2007-08New Mentor Training

• August 2nd, 3rd, and 6th
• Gardner-Webb Univ.
• Statesville, NC

2
Day 1

• Introduction
• Phases of First Year Teacher
• INTASC Standards

3
Mentoring North Carolina Teachers

• Induction in NC
• Beginning Teachers
• Mentor Roles

• Communication
• Reflection
• Coaching Cycle

4
Training Program Goals

• To identify factors affecting the development of
  induction programs in NC
• To present the Interstate New Teacher Assessment
  and Support Consortium (INTASC) Standards as
  ideals toward which NC mentoring ascribes
• To identify characteristics of the beginning
  teacher and implications of mentoring

5
Training Program Goals cont

• To explore effective roles for the mentor
• To refine communication skills for prospective
  mentors
• To provide prospective mentors with skills in
  reflection

6
Training Program Goals cont

• To develop skills in coaching as a strategy for
  effective mentoring
• To provide opportunities to synthesize and
  evaluate the concepts addressed in the training
  program

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Needs of Beginning Teachers

• Ideas about instruction
• Personal and emotional support
• Resources and materials for teaching
• Information about school district policies
• Techniques for classroom discipline

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NC Induction for Beginning Teachers

• Teaching strategies
• Paperwork management
• Personal and emotional support
• Location of materials
• Student management

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Mentors are guides. They lead us along the
journey of our lives. We trust them because they
have been there before. They embody our hopes,
cast light on the way ahead, interpret arcane
signs, warn us of lurking dangers, and point out
unexpected delights along the way . . .
Laurent A. Daloz
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(No Transcript)
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Adult Development Research
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The INTASC Standards

• Content Pedagogy
• Student Development
• Diverse Learners
• Multiple Instructional Strategies
• Motivation and Management

• Communication and Technology
• Planning
• Assessment
• Reflective Practice
• School and Community Involvement

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Standard 1Content Pedagogy

• Demonstrates an understanding of the central
  concepts of his/her discipline
• Uses explanations and representations that link
  curriculum to prior learning
• Evaluates resources and curriculum materials for
  appropriateness to the curriculum and
  instructional delivery

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Content Pedagogy cont

• Engages students in interpreting ideas from a
  variety of perspectives
• Uses interdisciplinary approaches to teaching and
  learning
• Uses methods of inquiry that are central to the
  discipline

15
Standard 2Student Development

• Evaluates student performance to design
  instruction appropriate for social, cognitive,
  and emotional development
• Creates relevance for students by linking with
  prior knowledge
• Provides opportunities for students to assume
  responsibility for and be actively engaged in
  their learning

16
Student Development cont

• Encourages student reflection on prior knowledge
  and its connection with new learning
• Assesses student thinking as a basis for
  instructional activities through group/individual
  interaction and written work

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Standard 3Diverse Learners

• Designs instruction appropriate to students
  stages of development, learning styles, strengths
  and needs
• Selects approaches that provide opportunities for
  difference performance modes
• Accesses appropriate services/resources to meet
  exceptional learning needs when needed

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Diverse Learners cont

• Adjusts instruction to accommodate the learning
  differences of students
• Uses knowledge of different cultural contexts
  within the community
• Creates a learning community that respects
  individual differences

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Standard 4Multiple Instructional Strategies

• Selects and uses multiple teaching and learning
  strategies (High Yield Instructional Strategies)
• Encourages students to assume responsibility for
  identifying and using learning resources
• Assures different roles in the instructional
  process (instructor, facilitator, coach, and
  audience) to accommodate content, purpose, and
  learner needs

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Standard 5Motivation and Management

• Encourages clear procedures and expectations that
  ensure students assume responsibility for
  themselves and others, work collaboratively and
  independently, and engage in purposeful learning
  activity
• Engages students by relating lessons to students
  personal interests, allowing students to have
  choices in their learning, and leading students
  to ask questions and solve problems that are
  meaningful to them

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Motivation and Management cont

• Organizes, allocates, and manages time, space,
  and activities in a way that is conducive to
  learning
• Organizes, prepares students for, and monitors
  independent and group work
• Analyzes classroom environment and interactions
  and make adjustments to enhance social
  relationships, student motivation/engagement, and
  productive work

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Standard 6Communication and Technology

• Models effective communication strategies in
  conveying ideas and information when asking
  questions
• Provides support for learner expression in
  speaking, writing, and other media
• Demonstrates that communication is sensitive to
  gender and cultural differences
• Uses a variety of media communication tools to
  enrich learning opportunities

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Standard 7Planning

• Plans lessons and activities to address variation
  in learning styles and performance modes,
  multiple development levels of diverse learners,
  and problem solving and exploration
• Develops plans that are appropriate for
  curriculum goals and are based on effective
  instruction
• Adjusts plans to respond to unanticipated sources
  of input and/or student needs
• Develops short and long-range plans

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Standard 8Assessment

• Selects, constructs, and uses assessment
  strategies appropriate to the learning outcomes
• Uses a variety of informal and formal strategies
  to inform choices about student progress and to
  adjust instruction
• Uses assessment strategies to involve learners in
  self-assessment activities to help them become
  aware of their strengths and needs, and encourage
  them to set personal goals for learning

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Assessment cont

• Evaluates the effects of class activities on
  individuals and on the groups through observation
  of classroom interaction, questioning and
  analysis of student work
• Maintains useful records of student work and
  performance and can communicate student progress
  knowledgeably and responsibly
• Solicits information about students experiences,
  learning behavior, needs, and progress from
  parents, other colleagues, and students.

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Standard 9Reflective Practice

• Uses classroom observations, information about
  students, and research as sources for evaluating
  the outcomes of teaching and learning and as a
  basis for experimenting with, reflecting on, and
  revising practice
• Uses professional literature, colleagues, and
  other resources to support self-development as a
  learner and as a teacher
• Consults with professional colleagues within the
  school and other professional arenas as support
  for reflection, problem-solving, and new ideas,
  actively sharing experiences and seeking and
  giving feedback

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Standard 10School and Community Involvement

• Participates in collegial activities designed to
  make the entire school a productive learning
  environment
• Links with counselors, teachers of other areas
  and activities within the school, professionals
  in community agencies, and others in the
  community to support students learning and
  well-being
• Seeks to establish cooperative partnerships with
  parents/guardians to support student learning
• Advocates for students

28
Dreisa SherrillDirector of Recruitment and
Retention

• 704-924-2009
• djsherrill_at_iss.k12.nc.us

29
Plus / Delta
30
8/2/07
PLUS
DELTA

• Paced well great balance of instructor / group
  input
• Good to have INTASC standards to use as a
  resource
• Material well organized / easy to follow
• Liked the relaxed learning atmosphere
• Love the handouts/articles
• Good intro to mentoring process

• I felt like all today was common sense / I didnt
  really learn much new
• Way to wordy / too hot / boring afternoon we
  can read, we can access websitesfelt the whole
  afternoon was a waste of time
• Good use of time in am but after lunch only
  INTASC was useful too little info stretched out
  too long
• A lot of sitting
• The room is horrible Im cramped/uncomfortable/h
  ot
• No chocolate

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2007-08New Mentor Training

• August 2nd, 3rd, and 6th
• Gardner-Webb Univ.
• Statesville, NC

32
Day 2

• Mentor Qualifications
• Communications
• Reflection
• Coaching

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Communication

• Communication is a two-way process in which a
  sender transmits a message and a receiver gives
  feedback that the message was or was not
  received. If the sender does not get feedback,
  the sender should solicit feedback from the
  receiver.

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Communication Skills

40 Listening 35 Speaking 16 Reading 9 Writing
McClanahan, E., Wicks, C. (1993). Future force
Kids that want to, can, and do! Glendale, CA
Griffin Publishing
35
Verbal Language should be

• Specific
• Easily understood
• Non-judgmental
• Focused on behaviors
• Accurate observations

Burley-Allen, M. (1982). Listening The forgotten
skill. New York John Wiley Sons, Inc.
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We are constant communicators who thunder even
when silent . . . And what we do speaks so loudly
that others cannot hear what we say to the
contrary. Gene Gallelli
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The Importance of Non-Verbals

• There are three major categories that influence
  those involved in the communication process. The
  following percentages show the relative impact
  each category has on the listener
• Words (verbal) 7
• Vocal (tone) 38
• Facial expressions,
• posture, gestures 55

Burley-Allen, M. (1982). Listening The forgotten
skill. New York John Wiley Sons, Inc.
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Non-verbal Language includes

• Body movements
• Personal space
• Setting
• Time

Burley-Allen, M. (1982). Listening The forgotten
skill. New York John Wiley Sons, Inc.
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Effective Listening Habits

• Focus attention
• Clarify for understanding
• Verify for understanding
• Summarize

McClanahan, E., Wicks, C. (1993). Future force
Kids that want to, can, and do! Glendale, CA
Griffin Publishing
40
Reflection is what allows us to learn from our
experiences it is an assessment of where we
have been and where we want to go next. Kenneth
Wolf
Reflection
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Important Points

• Reflection is an important condition for growth
  and development. Providing for this reflection
  helps beginning teachers make meaning of their
  experiences.
• Time for reflection is difficult to find because
  of the daily demands of teaching.
• Guided journal writing can aid reflection.
  Discourage using the journal as a diary of a
  continuous outpouring of events.

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Coaching

• Coaching, a people-based art which is defined
  as the heart of management, occurs within a
  relationship that is . . .
• action oriented
• result oriented
• person oriented

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Coaching is a cyclical process that uses
focused, specified skill development or
problem-solving for developing instructional
expertise and change
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Purposes of Coaching

• Clawson (1980)
• promotes mutual participation of the beginning
  teacher and mentor
• Joyce and Showers (1995)
• provides for capacity building and technical
  support
• Reiman and Thies-Sprinthall (1998)
• develops in school learning and transfer of new
  skills

• Showers (1990)
• promotes continuous engagement in study of the
  craft of teaching as a communal activity
• develops a shared language and understanding of
  new knowledge and skills to be learned
• provides a structure for the relationship and
  learning to occur

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Other purposes . . .

• Promotes autonomy and teacher directed skill
  development
• Promotes collegiality rather than isolation
• Promotes professionalism
• Promotes continual reflection and improvement

46
Technical Coaching

• Focuses on specified skills and developing new
  skills
• Transfers training skill to classroom practice

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Collegial Coaching

• Facilities the beginning teachers analysis,
  interpretation and application of
  knowledge/skills to future teaching and student
  learning.
• Refining and reflection are key components

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Challenge Coaching

• Uses a problem solving format with no
  predetermined solutions

Garmston, R. (1987). How Administrators Support
Peer Coaching. Educational Leadership, 44, 18-26.
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The Collaborative Coaching Cycle

• Planning Conference
• Observation and Data Collection
• Reflective Conference
• Coaching Plan

50
Dreisa SherrillDirector of Recruitment and
Retention

• 704-924-2009
• djsherrill_at_iss.k12.nc.us

51
Plus / Delta
52
8/3/07
PLUS
DELTA

• Thank you for all the attention to creature
  comforts
• Nice job looking forward to paperwork details
  on Monday
• Good time management / shows that you truly enjoy
  teaching / good space
• Much better day today / loved skipping lunch and
  getting outta here / liked the animal game
• Better room / better temp / more helpful
  interesting info
• Very positive presentation
• Very helpful information
• Case studies are very helpful
• Skipping lunch break was a good idea can we do
  this Monday also?
• Great connection with what the district is doing
  to what we need to do as mentors
• Very positive and friendly presentation

• Would be nice is some people controlled aside
  talking more Ive started to move more than
  once.
• Took a little too long w/ the listening skills
  section a quick brainstorming session and
  reference to the handouts would suffice
• Seems like weve worked backwards from nice to
  know to essential Id suggest starting with
  nuts bolts. That will serve as a backdrop
  against what is required of us against what kind
  of person we need to be to be a really effective
  mentor.

53
8/3/07
PLUS
ISSUE BIN

• Animal activity was good good way to address
  diversity
• The coaching presentation was interesting
• Good to condense info (KWL) and get done early /
  good chocolate
• Thanks for flexibility with lunch time
• Brainstorming and discussion worked well kept
  up engaged in coach/mentor secion / liked the
  personality test activity
• Love scenarios
• Like not taking lunch and getting out earlier
• Liked how we did more group activities quick and
  to the point
• Space
• Activities with group discussion were helpful and
  fun

• Do we get renewal credit for this training and
  TPAI? Absolutely! .6 for each day for a total
  of 1.8 CEUs.
• Is there a handout or website which provides
  information about important due dates for new
  teachers and/or mentors? All information that
  relates to beginning teachers and mentors will be
  posted on my Recruitment and Retention webpage
• Could the TPAI-R training either be offered in
  the summer or afterschool sessions? We will
  certainly look at the possibility scheduling is
  dependent on facilities and availability of
  trainers.

54
2007-08New Mentor Training

• August 2nd, 3rd, and 6th
• Gardner-Webb Univ.
• Statesville, NC

55
Day 3

• Forms/Documentation
• I-SS Program
• NC Mentor Handbook
• Conclusion

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2007-08 New Teacher Stats
Out-of State International Arkansas 2 New
York 10 Columbia 1 California 2 Ohio
13 Spain - 4 Florida 3 Pennsylvania 4 UK -
2 Illinois 1 South Carolina 2 North
Carolina Indiana 2 Tennessee 1 NC Grads -
33 Kentucky 1 Texas - 1 NC Transfers -
26 Michigan 6 Virginia - 2 Other New Jersey
3 West Virginia 2 Rehires - 4 New Mexico -
1 Lateral Entry - 8
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Mission

• To provide a comprehensive mentoring and
  resource network for the support of beginning
  teachers as a means to improve the teacher
  retention rate.

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NC State Board of Education Policy
QP-A-004 Current Policy Date July 6,
2006 Beginning Teacher Support Program (changed
from Initially Licensed Teacher Program)
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Mentor Program Standards

• Demonstrate the skills necessary for the
  establishment of productive helping relationships
• Demonstrate effective communication skills
• Demonstrate a working knowledge of mentoring
  relationships
• Demonstrate knowledge of the diverse roles of
  mentoring relationships
• Demonstrate an understanding of concepts of the
  adult as a learner

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Mentor Program Standards cont

• Demonstrate the ability to utilize appropriate
  instruments and strategies for promoting growth
  in the beginning teacher
• Demonstrate the ability to assist beginning
  teachers in developing and utilizing materials
  and techniques for instructional presentation
• Demonstrate the ability to assist beginning
  teachers in applying learning theory and research
  to plan and implement effective classroom
  instruction.

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Year 1

• Mentor is assigned
• Is provided an orientation (up to 3 days)
• Develops an IGP based on INTASC standards
• Completes required district staff development
• Observed at least 4 times
• (3 administrative and 1 peer not the mentor)
• Has a summative evaluation

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Year 2

• Continued mentor assignment
• Updated IGP (continue INTASC standards)
• Complete required district staff development
• Observed at least 4 times
• (3 administrative and 1 peer not the mentor)
• Has a summative evaluation
• Submits Interim Requirements to the district
• (in orange folder)

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Year 3

• Continued mentor support (unpaid)
• Updated IGP (all INTASC standards completed)
• Completed required district staff development
• Observed at least 4 times
• (3 administrative and 1 peer not the mentor)
• Has a summative evaluation

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Mentor Responsibilities
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Paid Mentors

• Work with year 1 and year 2 beginning teachers
• 100 per month (September through June)
• Must submit monthly verification form by the
  payroll deadline
• Must attend school-based PLCs
• Must complete monthly Mentor Log forms

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Unpaid Mentors

• Work with year 1 and year 2 beginning teachers
  that have prior experience in the classroom
• Will earn 4.0 CEUs
• Must attend school-based PLCs
• Must complete monthly Mentor Log forms

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Changes for 2007-08

• Focus on individual needs of beginning teachers
• Closer alignment with district initiatives
• Greater involvement of mentor teachers and school
  staff
• Better utilization of Teachscape resource
• Implementation of True North Logic
• (replaces SEA System)

68
Changes for 2007-08 cont

• No monthly district New Teacher Academy meetings
• Earlier intervention strategies using Classroom
  Walkthrough process
• Targets continuous improvement through High Yield
  Instructional Strategies
• PLC Matrix will address site-based training and
  support

69
Developing a Profile of The Successful Beginning
Teacher

• As a mentor . . .
• Recognize that it is unrealistic to expect
  beginning teachers to perform like veteran
  teachers
• Realize that there are multiple definitions of
  the successful beginning teacher
• Clarify in your own mind what is a successful
  beginning teacher
• Think about ways in which you might communicate
  your visions of a successful beginning teacher
  with your mentee

70
Dreisa SherrillDirector of Recruitment and
Retention

• 704-924-2009
• djsherrill_at_iss.k12.nc.us

71
Plus / Delta
72
8/6/07
DELTA
PLUS

• 2 days of easy listening 1 day of heavy metal
  maybe a better blend next time

• Love the acronym handout
• This workshop was very informative thanks
• A lot of good resources provided for mentor
  needed information
• Info/directions on IGP process has been helpful.
  As an experienced teacher I now have better
  insight on how to use IGP. I have never heard the
  process explained so clearly
• Handouts powerpoint were well organized
• Very comfortable classroom environment very
  well organized informative
• Thank you for new current handouts on Prof.
  Teaching Standards Strategic Priorities for NC
  great to see alignment

73
8/6/07
DELTA
PLUS

• Much needed practical info
• Enjoyed your instruction tremendously I am in
  GWUs Admin program and this really blended with
  it thanks!
• Great training / a lot of great info / side track
  communication was very helpful / thanks
• This has been a most informative workshop. Some
  of the information has been overwhelming, but Im
  confident I can tackle this job!

74
GOALS MET

• Motivating/encouraging
• Availability
• Wisdom of the acronyms
• Teach/model reflection
• Procedures take time to go over procedures the
  first few weeks to get routine for middle school
• To learn how to offer advice in a supportive,
  encouraging manner
• To help them balance the teaching side and the
  administrative side
• Expected recordkeeping for BTs and mentors
• To feel comfortable doing observations
• To learn about INTASC standards

• To understand my strengths weaknesses as a
  mentor (what qualities make a good mentor)
• Learn from their new ideas to add to our
  knowledge
• To understand my responsibilities clearly as a
  mentor
• Source of encouragement
• To understand what info I need to communicate to
  the BT.
• To identify ways to reduce the stress/shock of
  being a teacher
• How to be a support person and yet not be
  overwhelming
• To become more comfortable in the coaching process