Guiding the beginning teacher

1. Guiding the beginning teacher For the purposes of this guide the title “mentor” or “mentor teacher” will be used synonymously for cooperating teachers who work with clinical student teachers and mentor teachers who work with interns. Designed to compliment the Cooperating Teacher Handbook and the Mentor Teacher Handbook provided by TWU.

2. The quality of the relationship developed between the experienced teacher and the beginning teacher is central to an effective and meaningful mentoring experience. Mentoring provides the beginning teacher with a one-on-one relationship with an experienced teacher who serves as the confidante, the cheerleader, and the trusted counselor. The mentoring relationship can be very rewarding, both professionally and personally, for the beginning teacher and the mentor. While the beginning teacher acquires one-on-one support and a practical understanding of teaching through the mentoring relationship, the mentor teacher is able to reflect upon and improve his or her own practice by sharing experiences and expertise as well as his or her wisdom with the beginning teacher. Introduction

3. Mentor Training • All mentors need to be trained because good teachers of children do not necessarily make good coaches for adults. Mentors must know what is expected of them going into the program and they must receive training in the skills of effective mentoring and strategies for supporting new teachers to be successful in a learner-centered classroom. • Elements of the training may include: • Roles and Responsibilities of a mentor • Using beginning teacher’s work to evaluate and inform practice • Analysis of teaching strategies • Personal and Professional Support • Coaching • Strategies for conferencing and feedback • Observation skills • Effective lesson planning • Diagnosing and analyzing student-centered management (classroom management) issues • Broad problem solving skills • Learner-centered curriculum, instruction and assessment

4. Of all the beginning teacher’s contacts, few are remembered as well as the mentor teacher. For that reason, mentor teachers are selected by the school district with care and with the knowledge that their experiences will provide a nurturing environment for the beginning teacher. It is of primary importance that the beginning teacher process be a positive experience for both the beginning teacher and the mentor teacher. Further, the university supervisor plays an important role in assisting the beginning teacher and the mentor teacher. Because the beginning teacher is some distance from the campus, a university supervisor serves as a liaison between the university and the beginning teacher, and assists the mentor teacher in directing the beginning teacher’s development.

5. Teacher professional competence1 Major Domains of Professional Competence Pedagogical Competence (Performance) Dispositional Competence (Professional Competence) Knowledge of the Discipline & Learners (Knowledge) Keeping up to date in discipline and understanding and respecting learners Effective assessment, planning, instructions and student-centered (class) management Ethical Judgment Reflective Judgment Critical Curiosity Responsiveness to educational community Tolerance of ambiguity, attentiveness to self and others Communication skills Reiman & Oja, 2003

6. Needs of Beginning Teachers • Direction and guidance in initial job assignment or placement • Help in building competence • Time to work with mentor • Opportunity to discuss concerns in a setting free of evaluation • Orientation to the school and community • Support and advocacy by principal, mentor and staff • A realistic initial job assignment

7. MENTORING/SUPERVISION Once a student is accepted into Texas Woman’s University’s Teacher Education Program, he or she must complete a professional practicum. Undergraduate students are required to complete traditional student teaching, while graduate students can elect to satisfy his or her professional practicum requirements through an internship or through traditional student teaching. If the graduate student selects the internship, he or she must meet requirements of the No Child Left Behind Act (NCLB), which includes holding a bachelor’s degree from an accredited college or university, passing his or her content area TExES exam or completing a minimum of 24 hours in his or her area of certification (middle and secondary placement) if a state exam is not available, passing his or her practice TExES Pedagogy and Professional Responsibility (PPR) exam and completing 12 hours of pedagogy courses (EDUC 5113, EDUC 5123, EDUC 5131, EDUC 5133 and EDUC 5142).

8. When a graduate student is hired as the “teacher of record” on a one-year probationary contract by a school district or accredited private school, the student must enroll in a two-semester internship program and he or she is assigned a university supervisor. (The university supervisor is an expert in the intern’s field of study and is certified to supervise students in his or her specific discipline.) The employing school assigns a veteran teacher to serve as a peer mentor for the one-year internship. Conversely, an undergraduate student is assigned to a mentor teacher who is selected with care by his or her principal who is secure in the knowledge that the mentor’s experience will provide a nurturing environment for the beginning teacher for the one semester practicum. Given their importance, we trust the mentor teachers will assist the beginning teachers as they prepare for careers as professional educators.

9. Mentor, Beginning Teacher, University Supervisor Roles and Responsibilities

10. Mentor’s roles & responsibilities • Provides a professional role model • Commits to mentoring the beginning teacher and following the university’s guidelines in structuring the experience • Is a good networker, great listener and facilitator • Knows how and when to give feedback • Sets high expectations • Is accessible • Holds the beginning teacher accountable • Provides a view of work through the eyes of a professional • Gives access to someone who has been through college, job and family transitions • Gives something back to the community • Gives feedback on observed performance • Offers guidance in business customs of the school • Serves as a confidant • Makes recommendations for advancement • Fosters development • Is a friend and teacher • Helps Build self-esteem • Helps design realistic goals • Shares aspirations and dreams • Assists in career planning

11. Beginning Teacher’s roles and responsibilities • Enters into the relationship to be mentored on career and how to maintain a personal life • Plays an active role in the mentoring relationship. A beginning teacher can do this by offering critical reflections on his or her own practice and identifying areas in which assistance is needed. • Agrees that this relationship is not entered into to find a job • Grows and thinks about planning for the future • Participates regularly in programs organized for beginning teachers. These include peer support groups, professional development seminars and beginning teacher workshops. • Takes advantage of someone’s knowledge, experience, and expertise • Observes experienced teachers at work. The beginning teacher should adhere to a schedule of observations of various experienced teachers. The beginning teacher could keep a log to record and reflect on the diversity of their styles. • Agrees to a no-fault conclusion of mentor relationship • Is receptive to feedback and mentoring • Seeks out help. The beginning teacher must understand that he or she must seek out support, be forthright in communicating classroom issues, and remain open to feedback in order to develop as a professional. • Sets aside additional time per month to participate in the mentor program • Respects time constraints • Listens, thinks, questions, and strategizes with the mentor • Always RSVP’s non-attendance to the appropriate personnel • Always RSVP’s the Professional Development Center’s Office when required • Abides by additional mentor/student rules agreed to by both parties

12. University Supervisor’s roles and responsibilities • Provides coaching to help the beginning teacher develop effective teaching strategies and communication strategies with students, parents, and peers • Assists the beginning teacher in developing student-centered management and organization skills • Provides emotional support and guidance in decision-making • Observes the beginning teacher’s teaching performance and provides feedback • Assigns a grade • Encourages the beginning teacher to seek advice regarding special problems in instruction

13. Principal’s (or designee) roles and responsibilities for the intern • Participates in mentor selection • Assigns beginning teachers to mentors who are competent teachers, committed to students and who have good people skills • Supports and champions mentoring to the entire school community • Provides release time for the mentor and beginning teacher to engage in regular classroom observations and other mentoring activities • Facilitates a relationship between the mentor and beginning teacher • Make sure that the mentor and beginning teacher meet regularly and that they are satisfied with each other’s participation in the program • Creates an environment which allows for a no-fault termination of the mentoring relationship • Conducts an orientation program for beginning teachers and mentors

14. Principal’s (or designee) roles and responsibilities for Intern cont’d • Conducts the formal evaluation of the beginning teacher. The principal should ensure that the beginning teacher is informed early in the year about the district’s evaluation standards and procedures and is evaluated on schedule. • Establishes a school culture that is built on collegiality and supports professional collaborations among new and veteran teachers • Ensures reasonable working conditions for the beginning teacher, which might include schedule modifications. For instance, the beginning teacher could be assigned a moderate teaching load, a course load with relatively few preparations, few extra-curricular duties, and a schedule that is compatible with the mentor’s.

15. Principal’s (or designee) roles and responsibilities for the clinical Student teacher • Arranging a conference between the beginning teacher and the principal early in the practicum. • Asking the principal for assistance in interpreting school policies, curriculum and the nature of the community to the beginning teacher. • Involving the principal in introducing the beginning teacher to the school and community. • Inviting the principal to observe the beginning teacher and assist in the evaluation process • Encouraging the beginning teacher to seek assistance from the principal with solving specific problems that may arise in the practicum. • Inviting the principal to participate in conferences with the university supervisor, mentor teacher, and the beginning teacher. • Asking the principal for assistance in arranging for the beginning teacher to observe in other schools or classrooms. • Seeking assistance from the principal in explaining to the student teacher how the school program functions through the school office personnel. The mentor can facilitate an ongoing relationship between the beginning teacher and the principal by:

16. Director of the Professional Development center’s roles and responsibilities • Counsels beginning teachers and designs a mentor program to ensure that the program components help mentors create a climate for high expectations for learning • Ensures resources are available to support beginning teachers, mentors and university supervisors • Communicates effectively with school communities, administrators and staff • Maintains an understanding of the existing local communities • Coordinates professional development opportunities for both beginning teachers and mentors • Understands the skills and strategies needed to exercise conflict resolution and problem solving • Develops techniques and strategies needed to manage crises • Develops evaluations and provides the outcomes to the appropriate disciplines • Supports the university’s Institutional Effectiveness Program

17. Instructional Support

18. Analysis of Teaching Strategies Provide instructional support. This includes, but is not limited to: • Regular observation of and conferencing with the beginning teacher • Support in teaching and learning standards of the state curriculum frameworks • Refining various teaching strategies • Addressing issues such as student-centered (classroom) management and communicating effectively with parents • Recognizing and addressing multiple learning styles and individual student needs

19. ACTIVITY PROFILE The TAP Road Map Weekly observations are required for all beginning teachers who are in training.

20. Plan for learning Directions to the beginning teacher: With guidance from your mentor, complete this plan for the class your mentor will observe.

21. Instructional Delivery • RATIONALE • Address each of the following questions. • Why have you chosen these instructional strategies? • Why have you chosen this grouping of students? • Why have you chosen these activities? • Why have you chosen these instructional materials and resources? • Why have you chosen these modifications? • Why have you chosen these accommodations? • How do you plan to “close” the lesson? • PLAN • Describe your instructional delivery. Address each of the following questions. • What instructional strategies will you use for this lesson? Include estimates of time allocations. • How will the students be grouped for instruction? • What activities have you planned for your students? • What instructional materials, resources, and technology will you use? Attach a copy of instructional artifacts. • What modifications will you make for identified students with special needs? • How will you accommodate different instructional levels and learning styles of students in your class? Are there any special circumstances that the observer should be aware of?

22. Personal and Professional support

23. Ground Rules for Relationships • Agree on: • Scheduled meeting times and places, • Best means of contact for questions as they arise, and • Preferred means/times of contact outside of the school day.

24. Mentor’s Keys to Relationship Building with the Intern The mentoring relationship is shaped by the activities that the mentor and beginning teacher participate in together. Principals should provide release time for both the mentor and the beginning teacher to engage in regular classroom observations and other mentoring activities. These activities should help the beginning teacher improve upon practice and develop an understanding of the professional standards for teachers.

25. Core mentoring activities

26. The activities with the beginning teacher may include: • Maintaining confidentiality • Participating in support team meetings • Attending professional development activities • Providing professional assistance • Sharing a few guidelines for expected behavior in the classroom • Providing ideas for positive reinforcement • Assisting in setting goals and determining consequences • Helping the beginning teacher identify when to write a referral or contact families/caregivers • Meeting frequently during the school year to plan curriculum and lessons • Observing one another's classroom • Conferring with the beginning teacher daily/weekly to review performance • Formally observe the beginning teacher weekly using the observation form (6 times a semester for intern teachers) • Co-teaching the beginning teacher’s class • Analyzing and assessing the beginning teacher's practice in relation to evaluation criteria in order to help the beginning teacher improve

28. General Guidelines for Planning a Lesson

30. Observation First Week: Observation and Assisting Observation is a very important skill in the mentor experience. By learning what to look for, you can enhance your own planning and self-evaluation skills. The observation forms were developed in these 3 Areas: • Observing activity • Observing strong point of the lesson • Providing suggestions for improvement • Was the lesson well planned? • Was class time used efficiently and effectively? • Were disciplinary problems handled appropriately? • Did the beginning teacher demonstrate professionalism and work well with colleagues, staff and students? • Is there a need for a three-way conference ?

31. Reflective Conversations After the Observation • Summarize impressions • Recall supporting information • Compare plans with achieved results • Analyze cause-effect relationships • Articulate new learning

32. Qualities of an Effective Mentor Think about a significant role model in your life and the qualities that made him/her special. Share these qualities with your beginning teacher to create a composite mentor.

33. Personal and Emotional support • Stress the need for life outside the classroom • Be available to listen • Recognize the new teacher as a peer • Remind the new teacher that making mistakes is normal • Designate time for venting/sharing

34. Deposits and Withdrawals In completing this exercise, consider words and actions that can be used positively, as deposits, and negatively, as withdrawals. List deposits into the relationship bank account: List withdrawals from the relationship bank account:

35. coaching

36. Coaching is… Many dictionaries suggest that to coach is: • To teach • To train • To tutor • A set of interactions between two individuals for the purpose of mutual professional growth • An independent relationship in which we support each other’s learning (co-learning)

37. Coaching Tools Rapport Trust Reflective questioning

38. RAPPORT Build rapport through: • Posture • Gestures • Tonality • Language • Breathing • Paraphrasing • Listening

39. When To Apply Rapport Tools • When you sense that your beginning teacher is tense or anxious • When a conversation becomes tense or anxiety-ridden • When you do not understand what the beginning teacher is saying • When you are unable to pay attention to each other

40. Paraphrasing Paraphrasing communicates that you: • Have HEARD what the speaker said, • UNDERSTAND what the speaker meant, and • CARE about the speaker. Paraphrasing involves either: • SUMMARIZING what you heard, or • RESTATING it in your own words.

41. Principles of Paraphrasing • Attend fully • Listen to understand • Capture the essence of the message • Reflect the essence of voice tone and gestures • Make the paraphrase shorter than the original statement • Paraphrase before asking a question

42. Unproductive Listening When listening to the speaker, avoid: • Autobiographical comments; • Inquisitive, frivolous questions; and • Easy-fix solutions.

43. Possible Paraphrasing stems • So… • In other words… • While you… • Given that… • From what I hear you say… • I’m hearing many things… • As I listen to you, I’m hearing…

44. Trust Build trust through: • Confidentiality • Consistency • Interest • Thinking • Withholding judgment

45. Reflective Questioning Reflective questions: • Are open-ended, • Promote a nonjudgmental process, and • Encourage self-directed learning and problem solving.

46. Reflective Questioning cont’d Reflective questions help the beginning teacher: • HYPOTHESIZE what might happen. • ANALYZE what did or did not work. • IMAGINE possibilities. • EXTRAPOLATE from one situation to another. • EVALUATE the impact.

47. Effective Question Stems Some effective question stems: • What’s another way you might…? • What might you see happening in your classroom if…? • What options might you consider when…? • How was…different from or similar to…? • What criteria do you use to…? • How could you transfer that same strategy to …?

48. Questioning Tips • Have a specific intention for the question. • Use the context to shape the question. • Use exploratory language. • Use introductory phrases. • Use plural nouns. • Eliminate “why?” • AVOID: • Do you…? • Can you…? • Will you…? • Have you…?

49. Conversation Starters • Who influenced your decision to become an educator, and how did he/she influence you? • What two major changes would you make to welcome new teachers into the education profession? • If you could make any changes in education, what would you do?

50. Consider this… If you know the answer to the question you are about to ask, you are not coaching.