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Session Goals

Session Goals. To share mentoring thoughts, ideas, current research, and resources To engage participants in conversations and activities about mentoring practices To identify indicators of a mentoring culture and critical components of a mentoring model

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Session Goals

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  1. Session Goals • To share mentoring thoughts, ideas, current research, and resources • To engage participants in conversations and activities about mentoring practices • To identify indicators of a mentoring culture and critical components of a mentoring model • To encourage the cross-collaborative modeling, grappling, sorting, thinking, listening, etc. . . .

  2. Think about your first day of teaching. • Did it go something like LouAnne Johnson’s first day?

  3. Who mentored you? • Most of us in this room can identify a person who had a positive and enduring impact on our personal or professional life • If that person is in this room today, shake his/her hand and say “Thank you.”

  4. About Mentoring Moments • A mentoring moment, or “M&M,” occurs when you have a thought or idea specific to mentoring a science teacher. • When a “mentoring moment” arises at your table, raise your hand and share your M&M with the rest of the group. • Have some M&M’s for your good thinking and sharing.

  5. MOLD A MENTOR • Using the material on your table MOLD a MENTOR! • You have 5 minutes! • Share your model with another table. • What characteristics does your mentor model have?

  6. What is a Mentor? Mentoring? A Mentor A wise and knowledgeable person who undertakes a special commitment to counsel, teach, and advise a less experienced person. Mentoring • A deep and extended relationship, or individualized learning and guidance. Hughley, J. (1997)

  7. A Brief History of Mentoring • Homer created Mentor to be Odysseus’s trusted counselor and teacher. Theirs was a circle of two--one teacher, one student. • Odysseus symbolized the inquirer and adventurer in all of us; thus, it was his mission to the mythical seas in search of answers and truths. • With the aid of Mentor, his wise trusted counselor and teacher, Odysseus succeeded in exploring the wonders, mysterious creatures and events of the world around him. (Hughey, 1997)

  8. The Mentor Chain • Mentor advised Odysseus, then Athena (goddess of wisdom and the arts) took on the guise of Mentor in order to teach Odysseus’s son Telemachus. • A chain was established and the ability to mentor was passed from one to another.

  9. Mentoring Today • The tightly closed circle of one-to-one mentoring has expanded to include a greater number of participants. • From one-to-one to one-to-many, or from many-to-many.

  10. Who Mentors? • Expert Teacher • Veteran Teacher • Stage 5 Teacher • Spector, 1992 • Nurturer • Peer • Scientist • University Professor • Anyone

  11. Who is Mentored? • Induction year teachers (First 3 years) • Teachers new to a school or district • Post-baccalaureate teachers seeking certification • Administrators • Anyone, everyone . . .

  12. Qualities of a Good Mentor A Good Mentor . . . • Is committed • Has empathy • Is skilled at providing instructional support • Understands interpersonal contexts • Models continuous learning • Communicates hope and optimism

  13. The Problem • While professional development is now recognized as a vital lever of change, the fact remains that most teachers rarely receive meaningful training and mentoring in their early years of teaching, and even more lack the continued learning opportunities to stay current in their profession. Before it’s Too Late, 2000

  14. Research Highlights on Mentoring • Mentoring is by far the most common induction practice in the U.S. (What Matters Most, 1996) • Much of the literature on mentoring asserts that formal programs produce dramatic changes for new teachers. • Retention goes up • Attitudes improve • Feelings of efficacy and control increase • Wider range of instructional strategies is demonstrated • Mentoring provides valuable experience for veteran teachers – formalizing the mentor role for experience teachers creates another niche in the career ladder for teachers and contributes to the professionalism of education. (Koki, 2002)

  15. The two most practical ways experienced teachers can help new teachers are through chance meetings in the hallways and through scheduled discussions during common preparation time. Mary Delgado, Teacher

  16. “Telementoring” • On line communication promotes professional development by breaking down barriers of time and distance. • Telementoring is emerging as a way to pair teachers and learners with subject-matter experts who can provide advice, guidance, and feedback on learning projects. • See Judi Harris, UT www.tapr.org/emissary

  17. Mentoring Beginning Teachers in Texas • A bit of some Texas history: • Texas created an alternative certification program with mentoring as a requirement in 1990 and in 1991 the mentoring requirement was mandated (but not funded) for all teachers during their induction year. • In 1995 this mandate was challenged by legislation that released district to comply with unfunded mandates. • In 1996 SBEC included mentoring their strategic plan for all educators granted a conditional teacher certificate.

  18. More Texas Mentoring History • As of September 1, 1999 the Texas Education Code includes the following ammendment to 19 TAC Chapter 230, Subchapter V, Induction for Beginning Teachers: • General provisions. Beginning teachers who do not have prior teaching experience shall be assigned a mentor teacher. • SBEC sought and received funding from US Dept. of Education to pilot Texas Beginning Educator Support System (TxBESS) • November 2000 Policy Research Report conducted by SEDL (Southwest Educational Development Lab) • Go to www.sedl.org for full report

  19. The SEDL Study on Mentoring • How have schools and districts planned and implemented mentoring programs to respond to state policy on teacher induction? • What are the characteristics of district or school mentoring programs in the state with respect to resource allocation, range of activities, and effectiveness? • What are the implications of current mentoring activities for the retention of teachers in districts or schools with increasingly diverse student populations? • Go to www.sedl.org for full report

  20. What they found out . . . • Overwhelmed first year teachers • “First things first” mentality • Power of the Mentoring Culture …mentoring has to be ongoing … the language and the craft of teaching and learning with children and ourselves is constantly developing. It doesn’t stop after your first year. And you don’t get it after your fifth year [or even] after 20 years. A Principal

  21. Recommendations • Time is a critical resource and should also be provided. • The preparation of mentors and the development of their capacity is critical. • Support strategies are key – reciprocal classroom observation, model teaching . .. • Effective mentoring involves more than an one-on-on relationship between mentor and protégé.

  22. Mentoring is an Art • Mentoring is not a science. • The art is not merely knowing what to say but how and when to say it. • There is no cookbook for mentoring, but there is a process that works.

  23. How Mentors Do It • The process of mentoring can be best described in eight words: lead, follow and get out of the way!

  24. Leading • Showing the way by role modeling, experience, or example.

  25. Following • Advising, counseling (when asked) Those having torches will pass them on to others. Plato, The Republic

  26. Getting out of the way! • The art of withdrawing from a supportive relationship to a more collegial one.

  27. “More Findings” • Watch the film clip from “Finding Forrester.” • Can you identify examples of the mentor – leading, following, and getting out of the way?

  28. Key Elements for Mentoring • A Focus for Learning or Improvement • Mechanisms for Sharing and Feedback • Opportunities for Interaction

  29. Implementation Requirements • A Climate of Trust, Collegiality, and Continuous Growth • Long-Term Commitment to Interaction • Skill Building in Coaching and Mentoring • Administrative Support

  30. Grounding the Work • Focusing on Learning • Maintaining the Focus • The Learner-Centered Paradigm • The Role of Experience “Everything that happens to you is your teacher. The secret is to learn to sit at the feet of your own life and be taught by it.” (Berends, 1990)

  31. Working the Ground • Considering the Context • Long Distance Mentoring • Cross-Cultural Mentoring • Become culturally self-aware • Develop a working knowledge of and appreciation for other cultures • Improve communication skills

  32. To Everything There is a SeasonPredictable Phases • Preparing • Negotiating • Enabling • Closing • Readiness, Opportunity, Support • An Investment of Time • The ROS Tool

  33. BUILDING AN EFFECTIVE MENTORING MODEL • TIME • RESOURCES • SUPPORT • FEEDBACK • CHEMISTRY • COMMUNICATION

  34. TIME

  35. RESOURCES

  36. FEEDBACK

  37. SUPPORT

  38. CHEMISTRY

  39. COMMUNICATION

  40. GROUP TASK • Brainstorm the mentoring category on the other side of this page. • Make a list that describes the ACTIONS of the mentor with respect to the category. Answer the question: What is the mentor doing? • Then make list that describes the ACTIONS of the mentee. Answer the question: What is the mentee doing? • Select a spokesperson to share your ideas with the whole group in about 15 minutes.

  41. Top Ten indicators of a Mentoring Culture • Accountability • Alignment • Demand • Infrastructure • A Common Mentoring Vocabulary • Multiple Venues • Reward • Role Modeling • Safety Net • Training and Evaluation

  42. Design and Implementation Challenges • Define the purpose. • Ensure visible support from administration • Identify the participants and the initiative • Define and create the mentor pool. • Identify roles and responsibilities. • Develop protocols. • Build a mentor education training program. • Identify ways to reward, recognize, and celebrate mentoring success.

  43. Mentoring is a critical topic in education today and a favored strategy in U.S. policy initiatives focused on teacher induction. Besides creating new career opportunities for veteran teachers, assigning mentors to work with beginning teachers represents an improvement over the abrupt and unassisted entry into teaching that characterizes the experience of many novices.

  44. Still, the promise of mentoring goes beyond helping novices survive their first year of teaching. If mentoring is tofunction as a strategy of reform, it must be linked to a vision of good teaching, guided by an understanding of teacher learning, and supported by a professional culture that favors collaboration and inquiry. Feiman-Nemser, 1996

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