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So you want to be a mentor. . .?

So you want to be a mentor. . .?. NEW MENTOR TRAINING Newport News Public Schools Trainers: Debbie Richardson Kathleen Pietrasanta. Training for New Mentors. Desired Result:

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So you want to be a mentor. . .?

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  1. So you want to be a mentor. . .? NEW MENTOR TRAINING Newport News Public Schools Trainers: Debbie Richardson Kathleen Pietrasanta

  2. Training for New Mentors Desired Result: Mentors will be prepared to provide effective mentoring services to new teachers based on the knowledge, skills, and understanding that are recognized as components of a research-based mentoringprogram.

  3. AGENDADay 1 Welcome and Introductions Overview of New Mentor Training NNPS Mentor Model Mentor Expectations Standards for Teachers and Mentors Understanding Generational Differences and its’ Impact on Mentoring Building Relationships Stages and Phases of Teacher Development

  4. Smart, Safe Start:New Teacher Induction District Support School-based Support Individual Support

  5. Smart Safe Start: New Teacher Induction Program Components Individual Support District Level Support School Level Support Jump Start to Teaching Administrators Enhancing Professional Practice (EPP) Mentor . Enhancing Professional Practice (EPP) Mentoring Program Trained Mentors and Coaches Lead Teachers, Content Coaches, and Specialists . New Teacher Induction Site-based Coordinator Professional Development ManagementSystem (PDMS) Assistance with Licensure School Based Professional Development Professional Development Teacher Performance Assessment Assistance with Licensure

  6. Mentors should know. . . Personal styles and characteristics Characteristics of the adult learner Content and instructional best practices Professional Teaching Standards Characteristics of effective mentors Indicators of an effective mentoring program Know Thyself Socrates

  7. Mentors should be able to. . Commit to one’s own professional growth and development Build positive relationships Communicate effectively Provide constructive feedback on professional practice

  8. Mentors should be able to. . . Conduct classroom observations and collect evidence Conduct reflective conversations about professional practice Advocate for teachers Identify indicators as evidence of good teaching practices First, do no harm Hippocratic Oath

  9. Virginia’s Standards for Teachers “These are not intended to describe the performance of new teachers but to guide the development of all teachers throughout their careers as they continually seek to improve their practice.” Dr. Billy Cannady, Jr. Former State Superintendent of Public Schools

  10. Professional Mentoring Standards • Engages, supports, and advances the professional learning of each teacher. • Creates and maintains collaborative school & professional partnerships. • Utilizes knowledge of pedagogy, content, & standards to advance teacher & student development. • Designs and facilitates professional development for teachers. • Utilizes assessments to promote teacher learning and development. • Develops as a professional leader to advance induction and school improvement. New Teacher Center at UCSC, 2007.

  11. Generational differences affect values, attitudes, and behaviors.

  12. Go to the chart which includes the year you were born. • What was your favorite movie when you were 16? • 2.Describe the most significant political event of your teenage/college years. • 3. Describe what would happen when you were a child and had a conflict with a teacher. • 4. How do you obtain information for professional use?

  13. Pop Quiz Let’s test your knowledge about technology! Mary A. Sciaraffa, Ph.D. msci@louisiana.edu

  14. Pop Quiz Question #1 • What year was the First color TV demonstration? Feb. 5, 1940 by RCA to the FCC

  15. Pop Quiz Question #2 • What are “rabbit ears” used for?

  16. Pop Quiz Question # 3 • Which one do you consider a Princess Phone?

  17. Pop Quiz Question #4 • Which came first the MAC/APPLE or IBM PC?

  18. Pop Quiz Question # 5 • What does it mean to brick your phone?

  19. Baby Boomers (1942-1960) • Their critical years for joining the work force – between the mid-1960s and the end of the 1970s – were a period when most European countries enjoyed significant progress. • This led to great expectations of success. Currently, this group occupies positions of higher corporate responsibility, and has the largest proportion of workaholics in history. • This is also the generation that gave birth to the “Yuppie” phenomenon.

  20. Baby Boomers Preferred Communication Style • Numerous meetings • Face to face communication

  21. Supportive Behaviors & Tips For Communicating With Baby Boomers • Boomers are the "show me" generation, so your body language is important when communicating. • Speak in an open, direct style but avoid controlling language. • Answer questions thoroughly and expect to be pressed for the details. • Present options to demonstrate flexibility in your thinking.

  22. Generation X (1961-1979) • This generation has the best academic training and international experience in history. • They have begun to make a break with traditional patterns of behavior, demanding a more informal environment and abandoning hierarchical authority in favor of a more horizontal and flexible structure. • They have pioneered policies that involve flexibility and conciliation. • This generation is rich in entrepreneurs because personal initiative predominates within a context of skepticism toward large enterprises.

  23. Gen X’ers Preferred Communication Style • Work better alone • Swift communication • Frequent consistent feedback • Wants to be “heard” • Electronic

  24. Supportive Behaviors & Tips for Communicating With Gen X • Use email as a primary communication tool. • Talk in short sound bites to keep their attention. • Ask them for their feedback and provide them with regular feedback. • Share information with them on a regular basis and strive to keep them in the loop. • Use an informal communication style.

  25. Facts about Millinenials • Over 70 million strong • the first in history to have lived their entire lives with information technology. • more individualistic than earlier generations and demand autonomy in their opinions and behavior. • 3 times the size of Gen Xers • Most ethnically diverse- 1 of 3 are not Caucasian • 75%-90% have computers • 50% have internet access at home • 75% use instant messaging • Heavily influenced by peers • Technically advanced but prefer personal contact • Prefer directness and action

  26. Millennials/Gen Y’s Preferred Communication Style • Positive • Respectful • Respectable • Motivational • Electronic • Goal-focused

  27. Supportive Behaviors & Tips for Communicating With Millenials • Use action words and challenge them at every opportunity. • They will resent it if you talk down to them. • They prefer email communication. • Seek their feedback constantly and provide them with regular feedback. • Use humor and create a fun learning environment. Don't take yourself too seriously. • Encourage them to take risks and break the rules so that they can explore new ways of learning.

  28. Principles of Adult Learning ADULTS . . . Are autonomous and self-directed Have life experiences and a knowledge base Are goal-oriented Are relevancy-oriented Are practical Expect to be respected

  29. How Adults Learn Conditions necessary for adult growth and learning: A safe opportunity to try out new practices Careful and continuous guided reflection about changes Continuity of programs and time for significant change Personal support and challenge

  30. Mentoring that addresses adult learning theory will. . .? Occur within a culture of collegiality, collaboration, and shared decision-making Affirm the value of an adult’s prior experience Attend to physical needs whenever possible

  31. Addressing adult learning theory (contd.) Differentiate to address all learning styles Recognize the importance of trust and safety within the learning environment Allow time to learn, practice, fail, succeed, and implement

  32. 5 Stages of Teacher Development Novice Advanced Beginner Competent Proficient Expert

  33. Phases of New Teacher Development Anticipation Anticipation Reflection Survival Rejuvenation Disillusionment Aug Sept Oct Nov Dec Jan Feb Mar April May June

  34. In your table groups… Read the description of your assigned stage of teacher development Using the “little man” chart, describe what your new teacher would be thinking… feeling… saying… and doing.

  35. Thinking Saying Feeling Doing

  36. Think about it. . . The gate to change is locked on the inside.

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