Mentoring Professional Learning Ongoing Support and Training for Beginning Teacher Mentors

1. Mentoring Professional Learning Ongoing Support and Training for Beginning Teacher Mentors Experienced Mentors Session #3

2. Purpose Provide mentors with ongoing support to • Develop their skills and introduce new learning • Practice mentoring/coaching strategies • Share problems of practice and challenging situations • Get coaching and feedback from peers, coaching partners  Support mentor growth in • Use of tools • Observation and feedback • Mentoring for equity • Analyzing student work • Reflection and communication

3. Objectives • Reflect on successes and challenges re: lesson planning with BTs • Continue reflecting and focusing on equity • Develop strategies for supporting equity within beginning teachers’ classrooms • Problem Solve Challenging Situations

4. Agenda • Collaborative Norms • Connector: Reflect on and share your work re: lesson planning with BTs with Coaching Partner • Continuing Focus on Equity: • Article Discussion • Observing and feedback for Equity • Coaching Partner Practice w/challenging Situations • Closing/Reflection

5. Norms for Collaboration forProfessional Learning Honor meeting commitments: Arrive on time and participate fully until the meeting is over. Respectful Use of Electronics: Use computer/tablet for note taking, if you’d like, but please disconnect from email so you can better connect with colleagues and content during our meeting. Equity of Voice: Hear all voices. Provide opportunities for others to speak Active Listening: Truly listen to what people are saying, rather than thinking about how you will respond. Fully engage in conversations, practice active listening, and respond verbally or in writing when asked. Respect for all perspectives: We all have different experiences and come with different perspectives Safety and Confidentiality: Our purpose is to learn how to support each other and maintain professionalism. This sets a context of safety share ideas and grow. Confidentiality honors those who are not in the room.

6. Connector Reflect on your work with BTs since our last session • Have you used the UbD or UDL tools or strategies with your BTs since last meeting? • If so, how is it working? • If not, why not? • What are your next steps in this area? • Share with a coaching partner, 5 minutes each.

7. Continuing Focus: Mentoring to Support Beginning Teachers in Focusing on Equity What stood out to you in the article, “Two Heads are Better than One?” What did you highlight or underline? Why? Was there anything that resonated with you? Why? Was there anything you question or disagree with?

8. Observing for Equity How can mentors use observation tools to focus on equity? Let’s look at the tools from Teaching Tolerance and discuss how our current observation tools or these might support our work.

9. Micromessaging: Using Language to Support Equitable Instruction • How can a teacher's language effect the learning environment? • How can a teacher's language impact equity in his/her classroom? https://www.teachingchannel.org/video/using-micromessages

10. Challenging Situations: Coaching Partners Use Mentor Language and Stances with situations you might encounter, or real ones you have encountered. With your coaching partner • Assume roles of Mentor or Beginning Teacher • Practice a Conversation around a Challenging situation you need help with. • Switch roles after 10 minutes and repeat.

11. Reflect and Share Share out with whole group: • What are your next steps in regards to supporting BTs with equity? • What support will you need? • Do you have any specific challenges you need support with?

12. Closing • Please provide feedback on professional learning content. • We appreciate all you do to support Beginning Teachers and truly value your feedback. Thank you for joining us today!

13. Business • Program updates • Mentor Logs/hours, support with entering time, and analysis of logs • Questions?