North Carolina Mentor Training 2011-2012

1. North Carolina Mentor Training 2011-2012 A Lifeline for North Carolina’s Beginning Teachers

2. Welcome • Agenda: • Why new mentor standards? • The five standards • Beginning Teacher Observations • The Social Network/Mentor Log

3. People Bingo

4. Statewide Alignment • 21st Century Standards for Learning • Professional Teaching Standards • Beginning Teacher Support Standards • Mentor Standards Where are we going?

5. Teacher Working Conditions In 2010, more than 105,000 educators (88.81%) across state completed North Carolina Teacher Working Conditions Survey Perceptions of trust and support have a direct correlation to student achievement and teacher retention

6. Mentoring Activity Less than 1x per month 1-2x per month AtLeast 1x perweek Frequency of Mentoring Activities Reported by New Teachers and Mentors from TWC 2010– KCS Observed by mentor 74% 23% 3% Analyzing Student Work 48% 37% 15% Planning instruction with my mentor 48% 23% 29% Having discussions with my mentor about teaching 34% 40% 26%

7. Find the chart with your birthday month… • Record as many tasks/ emotions/ situations that your mentee may face during this point in the year. • Reflect on how you can support • Gallery Walk The School Year through the Lens of a Mentee…

8. Phases of First Year Teachers

9. “Leadership is not magnetic personality; that can just as well be a glib tongue. It is not ‘making friends and influencing people;’ that is flattery. Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.” Peter F. Drucker

10. Standard 1: Mentors support beginning teachers to demonstrate leadership. Developing relationships between mentors and beginning teachers is foundational to ensuring a quality induction experience, fostering professional growth and supporting leadership in the classroom and beyond.

11. Standard 1 Key Components Trusting Relationship & Coaching Leadership Communication & Collaboration Best Practices Advocacy for Beginning Teachers Ethical Standards

12. Generational Differences Self Quiz

13. Baby Boomers 1946-1964 Veterans 1922-1945 Generation Y 1981-2000 Generation X 1965-1980 Create a visual and a slogan that represents your assigned generation.

14. Describe a possible conflict at school involving a Mentor and/or Beginning Teacher that could be rooted in generational differences. • Use your knowledge of generational differences to problem-solve. Mentoring andGenerational Differences

15. What Animal Am I?

16. Find someone that chose a different • animal and discuss: • Why did they choose that animal over the others? • What are pluses of those animals characteristics? • What are deltas? • How does this relate to working with and observing • your mentee?

17. “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” Anthony Robbins

18. Read the bulleted list • Reflect on your strengths and growth areas. • Use a coding system: • S(trength), G(rowth Area) •    • Star, ?, X • Be prepared to share. Read and Reflect: Standard 1

19. Standard 2: Mentors support beginning teachers to establish a respectful environment for a diverse population of students. Forming strong relationships with students is central to establishing respectful learning environments for all students.

20. Standard 2 Key Components Relationships with students, families, at school and in the community Honor and Respect for Diversity Classroom Environments that Optimize Learning Reaching Students of all Learning Levels

21. Video: Top Ten Things About Teaching You Didn’t Learn in School • With others from your school, create a Top Ten Things You Need to Know about… (Shady Brook, KMS, A.L.Brown, etc.) Can include anything, but target your school’s culture • Be prepared to share… Top Ten… List

22. Discussion Dice: Count off by 3’s and find your assigned group. • Roll the dice. Match the sum of the dice to a topic from the discussion dice sheet. Respond to the statement/situation and have a brief discussion before moving on to the next person’s turn. Relationships and Environment

23. Read the bulleted list • Reflect on your strengths and growth areas. • Use a coding system: • S(trength), G(rowth Area) •    • Star, ?, X • Be prepared to share. Read and Reflect: Standard 2

24. Having in depth knowledge of the subject matter for the scope of a teacher’s grade level or content area is essential in promoting student achievement. • KEY COMPONENTS • NCSCOS and 21st Century Goals • Content and Curriculum Standard 3: Mentors support beginning teachers to know the content they teach.

25. Take the word MENTOR and create an acrostic poem using any words or phrases reflecting what you learned yesterday from Standard 1 and Standard 2. Welcome Back 

26. Did You Know 4.0? View “Did You Know 4.0?” Consider the concepts presented in the video. Complete the SWOT Chart individually, then discuss as a group the Strengths, Weaknesses, Opportunities, and Threats.

27. 1 to 2 to 4 Individual (1) - List at least three ways to support a beginning teacher in delivering 21st Century content and curriculum. Partners (2) - Share individual lists with a partner and decide on one way that is the best. Partner Groups (4) - Join another pair and determine the best idea from both groups. All – Share with the entire group.

28. ? Common Core/ Essential Standards

29. Read the bulleted list • Reflect on your strengths and growth areas. • Use a coding system: • S(trength), G(rowth Area) •    • Star, ?, X • Be prepared to share. Read and Reflect: Standard 3

30. Mentors encourage and support the efforts of beginning teachers to plan, implement, and assess the results of teaching and learning. • KEY COMPONENTS • Instructional Practice • Professional Practice • Student Assessment Standard 4: Mentors support beginning teachers to facilitate learning for their students.

31. “Feedback is information about how we did in light of what we attempted…The best feedback is highly specific…Think of the best feedback systems: computer games, your shower faucets, or tasting the meal as you cook…What feedback most certainly isn’t is praise and blame or mere encouragement.” -Grant Wiggins

32. Teacher Evaluation Instrument • New Teacher Evaluation Rubric • http://www.ncpublicschools.org/profdev/training/online-evaluation/ • Coaching Cycle Resources • Pre/Post Conferences Collaborative Coaching with Observations

33. Describe lesson • Clarify goals • Set the focus of the observation • Determine method of data collection • What are some questions you might ask during a pre-conference? Pre-Conference

34. Focus • What are some possible things a Beginning Teacher might want you to focus on when observing in the classroom? • Group List

35. Collect Data/Evidence related to focus. • Select a few of the focus areas and determine what an appropriate method of data collection might be. The Observation

36. Self-assessment • Share data on focus area • Reflection* • Probing • Suggestions • Next steps • Role Plays Post-Conference

37. Partner A = Mentor • Partner B = Beginning Teacher(Mr. M) Post-Conference – Scenario A

38. Partner B = Mentor • Partner A = Beginning Teacher(Ms. T) Post-Conference – Scenario B

39. Circle of Knowledge What are ways to differentiate for students? Rules of the Game Circle Go around with each person giving an example of differentiation; 3 second wait time; if no answer, person is out

40. Read the bulleted list • Reflect on your strengths and growth areas. • Use a coding system: • S(trength), G(rowth Area) •    • Star, ?, X • Be prepared to share. Read and Reflect: Standard 4

41. Mentors initiate making connections with beginning teachers and begin providing support before or near the start of school or at the time of employment for those hired later in the year. Standard 5: Mentors support beginning teachers to reflect on their practice.

42. Standard 5 Key Components Allocation and Use of Time with Beginning Teachers Reflective Practice Mentor Data Collection

43. “Only those who have learned a lot are in a position to admit how little they know.” L. Carte

44. Listen Carefully • Rephrase • Questions • Focus/ Goals Coaching Conversations

45. Listen Carefully • Let me see if I understand… • So you think that… • I’m curious to know more about … • I’m interested in… • Tell me how that idea is like (or different from)… • So, are you suggesting…? • In other words… • What I’m hearing… • From what I hear you say… • I’m hearing many things… • As I listen to you, I’m hearing… • So, you think… • It sounds like you want… Rephrase

46. Question • What’s another way you might ...? • What criteria do you use …? • What would it look like if …? • When have you done it like this before …? • What might you see happening if …? • How was …different from …? • What do you think could be the cause? • It’s sometimes useful to … • A couple of things you need to keep in mind … • Something you might try considering is … • To what extent might … work in your situation? • There are a number of approaches … • What do you imagine might … ? Set Goals

47. Read the bulleted list • Reflect on your strengths and growth areas. • Use a coding system: • S(trength), G(rowth Area) •    • Star, ?, X • Be prepared to share. Read and Reflect: Standard 5

48. In a group of 4, create a job description of a mentor in a “tweet” format. Mentor Tweet

49. E-mail invitation • http://kcsbeginningteachers.ning.com/ • Discussion Forum • Blog Posts • Friends/Groups/Walls • Photos/Videos • Possibilities? - Set up 2-column chart:Questions – Possibilities/Ideas Social Network/Mentor Log

50. Tasks: • Bookmark this page somewhere • Update your profile • Add some Friends • Respond to a Discussion Forum topic • Comment on a blog post • Check out the online Mentor Log • Click around • Fill out the 2 column chart Social Network/Mentor Log