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SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator

SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator victoria.duff@doe.state.nj.us.

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SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator

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  1. SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator victoria.duff@doe.state.nj.us

  2. The heart and soul of mentoring is the outgrowth of belief in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers. Head, Reidman, and Theis-Sprintall, 1992

  3. IF I KNEW THEN….. 3-2-1 • What are three things you know now that you wish you had known the first year you taught? • What are two tips you would offer a novice as they begin? • Describe one lesson you learned the first year you taught. How did that impact your teaching?

  4. OBJECTIVES FOR TODAY • Introduce the concept of mentoring • Review the state mentoring regulations • Understand the process of mentoring • Identify the needs of the novice teacher • Discuss the roles and responsibilities of mentors, novice teachers and school leaders

  5. WHAT IS MENTORING? • A person-to-person experience that is… • A confidential, non-judgmental process which… • Ensures novice teacher support and guidance on effective teaching practice… • Based on state, district and school needs and the needs of the individual novice teacher.

  6. WE MENTOR BECAUSE… • Novice teachers need guidance and support. • Novice teachers need to build confidence and an understanding of the school. • Mentoring motivates the novice and the mentor. • Mentoring helps to retain our newest professionals. • Mentoring builds expertise more quickly. • Mentoring is a professional responsibility.

  7. A FORMAL MENTORING PROGRAM • Is an action – by a person, for a person • Provides the mentor and the novice with a roadmap for effective teaching. • Provides the novice with a sense of security. • Provides the mentor with a focus for dialogue and support. • Provides the district with teachers who understand the culture and the curriculum. • Provides the novice with models of practice.

  8. MENTORING WITH INDUCTION • Is a process – is a system • Promotes life-long professional learning • Provides many support systems that are highly structured • Encourages collaborative interactions that support high levels of student success • Supports the novice teacher over a period of years • Is aligned with the district vision and goals for all teachers

  9. AND THE BENEFITS ARE… • Mentoring ensures that veterans positively impact a new generation of teachers. • Mentoring highlights professionalism to stakeholders. • Mentoring enriches relationships through collaboration. • Mentoring provides powerful learning opportunities . • Mentoring supports student learning and success.

  10. THE MENTORING REGULATIONS… • Establish a one-year mentoring program for all provisional teachers • Establish a minimum criteria for the mentoring program (mentor criteria, mentor expertise, mentor application) • Specify responsibility for payment of a mentoring stipend • $550 – traditional route • $1000 – alternate route

  11. THE MENTORING REGULATIONS… • Require comprehensive training and support for mentors • Require a rigorous mentoring process for novice teachers • Allow the use of retired educators as mentors • Require the district to develop and implement a mentor plan through the Local Professional Development Committee

  12. WHO IS THE NOVICE? • The average age is 28 • 42% are Alternate Route • 1/3 have less than 5 years experience • Have expertise in content areas • Tech savvy • Believe they can make a difference • Want the freedom to try new strategies • Desire the ability to be part of the decision-making process • Will not limit their options • Confident, scared, overwhelmed and ready go!

  13. A MENTOR IS… • Write 5 characteristics of an effective mentor. • Share the characteristics with the group. • Each group will identify 2 important characteristics to report out to the large group.

  14. AM I A MENTOR? • Am I committed to the mentoring process as a non-judgmental advisor? • Am I accepting of the beginning teacher and the skills they bring? • Will I promote self-reliance in the novice? • Am I able to articulate effective practices? • Do I willing provide resources and support? • Am I effective in different interpersonal contexts? • Do communicate hope and optimism in education?

  15. MENTOR RESPONSIBILITIES • Serve as a professional role model • Articulate and model effective classroom practice • Foster a confidential, trusting relationship • Encourage the novice teacher in all areas • Serve as a resource for district and school policies and procedures • Meet with the novice teacher regularly • Provide feedback after non-evaluative observations • Learn from the novice teacher • Participate in mentor training and support activities • Document time spent in the mentoring process

  16. SCHOOL LEADER RESPONSIBILITIES • Serve as the “first mentor” by discussing goals and needs of the novice • Foster and support a vision and culture that empowers collaboration • Support the novice and mentor pair with resources that support effective teaching • Serve as a facilitator to the mentoring process • Select mentors based on experience, expertise, and ability to relate to others needs • Provide mentors to novice teachers as soon as they begin their assignment • Support mentoring activities • Observe and evaluate new teachers according to district and state policy

  17. NOVICE TEACHER RESPONSIBILITIES • Develop the knowledge, skills and attitudes necessary to foster student learning • Recognize there is still a LOT TO LEARN • Ask questions • Set goals • Observe the mentor and other appropriate teachers • Discuss feedback from observations and be ready to try new strategies • Keep a journal to help you identify your needs with the mentor • Share ideas with the mentor – they want to learn, too! • Provide payment to the mentor • Document time spent mentoring

  18. Mentors are those people in our lives, who through their deeds and work help us to move towards fulfilling our potential. Gordon Shea, Mentoring: A Guide to Basics

  19. THE MENTORING PROCESS • Directing • Explaining • Sharing • Delegating

  20. THE MENTORING PROCESS

  21. Stages of First Year Teaching: Mentors Helping Novice Teachers Ellen Moir, New Teacher Center at USC, 1999 Anticipation Anticipation Committed to making a difference; idealistic, theoretical Building on what works, set goals for a new year Survival Realities confronted, trying to stay a day ahead Begin to look at successes and challenges Reflection Rejuvenation Reenergized, confidence is building, perspectives emerge Disillusionment Question commitment and capability Aug. Nov. Jan. Apr. Jul.

  22. TEACHING AND THE NOVICE

  23. NEW TEACHER NEEDS • Understanding effective planning and goal setting • Adapting plans, strategies, and techniques to the needs of students • Working with multiple curricular requirements • Integrating curriculum • Creating and using motivational techniques to enhance learning • Using a variety of assessment models • Knowing the students • Knowing the school, the district, the community • Interacting with parents and colleagues

  24. COMMON PROBLEMS FACED BY NEW TEACHERS

  25. A VISION OF AN EFFECTIVE TEACHER • Create a list of 5 essential elements that you would consider as criteria for effective teaching: • What is an effective teacher thinking? • What is an effective teacher feeling? • What is an effective teacher saying? • What is an effective teacher doing? • As a group of 5-6 determine at least 5 common criteria of the group.

  26. Subject matter knowledge Human growth and development Diverse learners Instructional planning and strategies Assessment Learning environment Special needs Communication Collaboration and partnerships Professional development THE PROFESSIONAL STANDARDS FOR TEACHERS

  27. COMPONENTS OF A MENTORING RELATIONSHIP • LISTENING • CONFIDENTIALITY • BUILDING TRUST • COLLABORATION

  28. COMMUNICATION • Make clear anecdotal statements • Respond with relevant information • Paraphrase or restate what is heard • Question for deeper meaning or to encourage reflection • Use appropriate body language • Respect confidentiality

  29. DO YOU LISTEN? • Get in pairs. • Identify yourselves as an A or a B. • A’s will talk for 90 seconds on a topic that is of interest to them. • B will listen (do not take notes, do not talk). • B will paraphrase what was said in 60 seconds.

  30. BUILDING TRUST • Maintain confidentiality and objectivity • Respond respectfully • Recognize that the novice will have different coping mechanisms • Listen CAREFULLY before responding • Recognize there might be a need for additional support or resources • Understand differences can provide solutions • Sleep on difficult problems

  31. COMMON MENTORING PROBLEMS • I can’t find time to meet with my novice teacher. • Some of my colleagues feel that my mentee is having significant problems. • My mentee does not want to discuss “how things are going”.

  32. REFLECTION • What strengths will you bring to the mentoring process? • What benefits do you believe you will receive from the mentoring process?

  33. I long to accomplish a great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble. Helen Keller

  34. CONTACTS AND RESOURCES • Victoria Duff • 609-292-0189 • victoria.duff@doe.state.nj.us • www.nj.gov/njded/profdev/mentor/ • www.njpep.org • www.nsdc.org • www.ascd.org • Mentoring New Teachers by Hal Portner • The New Teacher Book by Melissa Kelly • The First Days of School by Harry Wong

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