Welcome to the 2007 Day 2 Teacher Mentor Support

1. Welcome to the 2007 Day 2Teacher Mentor Support

2. DoE MENTOR PROFESSIONAL LEARNING 2007

3. TEACHER MENTOR SUPPORT DAY 2 PROGRAM • Reflecting on my Mentoring Relationship • Mentoring Stages • Emotional Intelligence • Principal’s Perspectives - examining mentoring practices in other schools • Additional Resources in the Learning Guide

4. LOOKING BACK TO DAY 1 Mentoring is ‘Shared experiences that facilitate a reciprocal process of constructing and examining knowledge’ and skills to improve teacher practice.Thompson L.G. page 30

5. Your Mentoring Relationship . . . . . . • How is it going? • To what extent has your relationship been Reciprocal ? Dynamic ? Reflective ? • Based on Professional Support ? • What have you learned? • L.G. page 71

6. HOW HAVE YOU GONE WITH THE SKILLS COVERED IN DAY 1? Active Listening Observing Reflective Practice Giving and Receiving Feedback Is there a dominant skill used? Why? Is there a reason for the one being used least? L.G. page 72

7. MENTORING STAGES Mentoring is like any other relationship and it will go through predictable stages as the partnership and individuals develop. While the stages may have some characteristics in common they will be qualitatively different from each other.

8. At all stages we would expect to see skills: to build a successful relationshipi.e. empathy, trust, respect, open mindedness and responsiveness that enable active listening, observation, initiating reflective practice, giving and receiving feedback to facilitate exploration of effective teacher practicewithin the context of the VIT standards THE STAGES OF MENTORING:

9. THETHREE STAGES: First Stage: The mentor assists the mentoree –the mentoree is more dependent Second Stage: The mentoree is more self-directed but needs more consistent and frequent feedback - the mentoree grows increasingly independent Third Stage: The mentoree is no longer reliant on the mentor and can provide possible solutions to problems encountered - the mentor and mentoree are interdependent L.G. page 73

10. AS YOU EXAMINE PAGE 75 . . .TALK ABOUT • What has been working well? • What are your mentoree’s strengths? • What sort of issues have you been working through? • What can be improved? • What are your current priorities? What are the similarities and differences? L.G. page 74 &75

11. MENTORING AT A SCHOOL LEVEL Talk about . . . Using your work as a mentor as an aspect of your Performance Plan, how has this gone? Meeting with the Principal and leadership team, what was the result? Where is the school at? What has been the level of discussion? How useful hasthe Learning Guide been as a practical resource to share with others? What useful outcomes, discoveries or strategies can you share? L.G. page 76

12. EMOTIONAL INTELLIGENCE “ a form of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action” Salovey & Mayer L.G. page 79

13. Internal External ADAPTIVE ENABLERS Threshold Capabilities Technical Competence Management Competence Increased Effectiveness Personal Competence Social Competence Adaptive Enablers L.G. page 81

14. ADAPTIVE ENABLERShelp you to become a good mentor • Personal Competencee.g. your self- awareness and positive self concept, your flexibility, motivation and knowing your own values • Social Competence e.g. your ability to build trust and relationships, to engage in reflective inquiry and your highly developed interpersonal and communication skills L.G. page 81

15. PRINCIPAL’S PERSPECTIVES ON MENTORING Wilma CultonSerpell PS Large Metropolitan Chris JoustraMorwell Park PS Medium Rural Ross BevegeBerwick SC Large Metropolitan 7-12 David AdamsonEssendon & East Keilor DC Large Metropolitan Multi Campus Graham WoodKiewa Valley PS Small Rural David FarrellUndera PS Smaller Rural Mark PortmanKinglake West PS Small Rural Ernie FlemingFlora Hill SC Large Rural 7-10 Bryan WardTimboon P-12 Large Rural Colin SchotConcord SDS Medium Metro P-12 Vin FeeneySt Joseph’s College Large Catholic 7-12 James LaussenOvernewton Anglican Community College Large Independent P-12 How can these case stories be used to inform your school? L.G. page 93 -118

16. EVALUATING INDUCTION & MENTORING All programs should be evaluated in terms of their effectiveness and in planning ahead. • activity 9.1 and 9.2 may be useful for your mentoree to complete • consider using the evaluation on page 120 and 121 (Induction in Effective Schools) or modify it • page 122 may be used for evaluation or planning L.G. page 119

17. POSTER SHEETS What Does Induction Look Like? Guiding Principles …..of Effective Professional Learning ….. of Induction Reflective Conversations Expose Assumptions Build Trust Promote Thinking Consider Alternatives L.G. page 124, 125

18. http://www.sofweb.vic.edu.au/pd/ies/index.htm

19. http://www.sofweb.vic.edu.au/innovations/pandd/index.asp

20. . . . .The committee was particularly impressed by the structured, state-wide, co-ordinated mentoring and induction program established by the Victorian Institute of Teaching and the Department of Education. . . . . The support includes the provision of a mentor who has been specifically trained for the role. House of Representatives Standing Committee on Education and Vocational Training Feb 2007

21. Thank you for being Top of the Class. Your work with Beginning Teachers is appreciated.