Effective Mentoring Program

1. Effective Mentoring Program One Day Program 2016 Presented in partnership with DET & EdPartnerships International Supported by Catholic Education and Independent Schools Victoria

2. Program purpose • To build/enhance the professional knowledge, skills and capabilities of teachers who are mentoring beginning teachers. • To understand the link between mentoring beginning teachers to develop their knowledge and practice and the VIT registration process.

3. The value of a mentor • Research shows: • 95% of PRTs surveyed said that working collegially allowed them to see what good practice looked like • 98% of PRTs said the mentoring process was supportive & beneficial to changes in practice • 95% of mentors (your colleagues) said that there were professional learning benefits from being a mentor • 78% of PRTs said that working with a mentor influenced their likelihood of staying in the profession (up 12% in 3 years)

4. Ticket Respond to the prompts on your Entry Ticket 10 minutes

5. In pairs - Share your notes/insights from your conversation with BT, prompted by the pre-workshop picture-chat. Discuss what you discovered about yourself and your BT and the implications for how you might work together. (Prompts on p.4 of resource book.)

6. Why this strategy now? How might this strategy support mentoring and help develop a productive mentoring relationship? (Surfacing and revealing…)

7. What did Considering and writing a definition of what a mentor is… Reflecting on prompts & writing an ENTRY TICKET DEBRIEF What did these different mentoring strategies make possible? (Affordances) Uninterrupted SPEAKING & LISTENING PICTURE CHAT with velocipede riders See page 5 in your resources book

8. Reflecting on an experience of being supported by a colleague. Individually– jot down some notes… Identify and relate a successful experience of being supported by a colleague. What did your colleague do that you experienced as supportive? What was it about this support that worked well for you? How has this experience influenced how you support others? 5

9. Read the Reflective Guide pp. 21-24 • Consider the 4Cs • CLARIFYING • CONSULTING • COLLABORATING • COACHING • Now, consider how the 4Cs map to your story & annotate where you see connections... 8

10. share your story with a colleague. Any common themes? Interesting differences? 8

11. Where do come from?

14. Mentoring ISN’T IS

15. Morning Tea

16. Understanding beginning teachers • The need: • for empathy and personal support • to accurately see what is happening in practice • for guiding questions • for an action plan and resources • for honesty Investigate learner learning Mentoring Novice Teachers. Debra Eckerman Pitton.

17. Understanding beginning teachers Expanding vision of beginning teachers Investigate learner learning Vision of Individual learners Vision of the class as a whole

18. Adaptive expertise Teachers are adaptive experts at every stage of their career. Adaptive expert teachers: • are flexible in response to new challenges • review their practice for effectiveness • focus on improving learning outcomes • take responsibility for continued development Insights – Professional Conversations and Improvement-Focused Feedback Helen Timperley, 2015

19. Australian Professional Standards for Teachers The VIT acknowledges the diversity of teaching contexts by using inclusive language

20. Australian Professional Standards for Teachers underpin all requirements. Approved qualification -suitable to teach Provisional Registration Provisional registration Registration Meets Proficient Teacher Standards Meets Graduate Teacher Standards Renewed regularly (annual process) Maintains Proficient Teacher Standards

21. Getting to know the Standards

22. Learners with special needs(disability) A Victorian government initiative Recognising the importance of providing opportunities for all learners and making education settings more inclusive. Focussing on ensuring teachers can support the learning of those they teach who have a disability. • What do we mean by disability? • Disability is defined by the Disability Discrimination Act 1992. • Mental or physical disability. • Disorder, illness or disease that result in disturbed behaviour. • Requires supplementary or higher level of adjustment or support through quality differentiated teaching. • Does not necessarily require formal recognition of the disability or targeted specialist education services and support.

23. Provisional Registration • >80 days teaching in NZ/Australia • 37 descriptors evidenced Panel Recommendation Report (Full) Registration

24. Registration Requirements Provisional Registration for Teacher or Early Childhood Granted for 2 years • A period of time to develop practice in a supported environment Teacher or Early Childhood Teacher Registration Granted when a PRT has achieved: • At least 80 days teaching in Australia/New Zealand • Evidence of 7 APST, referenced to the 37 descriptors at the Proficient Teacher level

25. Code of Ethics and Code of Conduct “One of the hallmarks of a profession is adherence to publicly affirmed ethical standards”

26. Code of Ethics and Code of Conduct

27. the Jayde video MAKING MEANING In TABLE groups Choose one standard each that you are interested in, watch the film with this standard in mind. What evidence of Jayde’s development, in relation to this standard, did you see or hear? What could Jayde have used as evidence of proficiency in relation to that standard? Each person at the table shares their observations, followed by a table discussion.

28. Lunch 1.00pm

29. The Inquiry Approach Inquiry-based approach to gather evidence of practice: • Establish content & context for learning • Define a question for inquiry and undertake professional learning • Apply knowledge to teaching practice through an action plan • Implement the action plan • Evaluate the effectiveness of practice by assessing learning and reflecting on practice

30. The Inquiry Approach Investigate learning

31. Establish Content/ context for learning Establish content/context for learning • who are the learners? • what are they like? • how do I know this? • what factors influence learning? • what area am I focussing on? • think about modifications for learners with a disability • Content & skills: • Program of learning (4-6 weeks) • learning outcomes • prior knowledge

32. Inquiry question Inquiry question and focus for your learning • an aspect of my work I want to develop to maximise learning • what is getting in the way of progress? • what do I need to learn? • who can I watch?

33. How do I cater for the diversity of learning needs? • How do I use technology to encourage learners to take more control of their own learning? • How do I work with parents to improve learning? • How do I cater for individuals with special needs? • How do I cater for learners who are disengaged with the learning experience in Yr 8 Science? Inquiry questions

34. Develop an Action Plan • When applying new knowledge which strategies/activities could I try? • Which resources will I use? • How will I assess the learning? • Learning outcomes modified? • Which evidence will I collect? Develop an Action Plan

35. Implement an Action Plan • 4-6 weeks • mentor/experienced colleague interaction & feedback • 3 visits • joint planning, interaction and professional discussion • witnessing practice: some descriptors witnessed separately Implement an Action Plan

36. Evaluate effectiveness of practice Evaluate effectiveness of practice • collect annotated work samples/artefacts • observational notes/rubrics • did my changes make a difference? • did learners reach outcomes? • future teaching – what will I do next?

37. Activity • Inquiry simulation – working through process • Process- questions from beginning teachers • mentor role • developing inquiry questions

38. What does evidence look like Planning documents • Lesson plans, unit plans • Assessment data – formal & informal • Meeting logs • Records of professional conversations • Student work samples – annotated • Witness reports – mentor or experienced colleague • Individual learning plans • Class newsletters • Photos, videos, blogs, wikis etc

39. Documenting evidence The Template A framework for documenting evidence: • to assist in organising and collating evidence. • sections can be annotated or modified to suit.

40. Matrix: Opportunities for demonstrating the APST through the Inquiry process.

41. Recommendation process Evidence gathered Professional discussion with mentor/experienced colleague Panel convened. PRT has opportunity to present evidence Application for registration including Recommendation Report

42. The panel For teachers in schools: • Your principal ( or their delegate) • A mentor trained by VIT • A registered teaching colleague you nominate For teachers in early childhood services: • A registered early childhood teacher • A mentor trained by VIT • A registered teaching colleague you nominate Determines whether your evidence of professional practice meet the Proficient Teacher standards – ‘yes’ or ‘no’. Completes a Recommendation Report you use to apply for teacher registration or early childhood teacher registration.

43. APPLICANT PRINCIPAL/PANEL CHAIR APPLICANT

44. How ready is our school? TO SUPPORT HIGHLY EFFECTIVE MENTORING + What does the research say we need? Individually respond to the prompts on p.11 S = strong D = developing N = not yet Discuss what’s going on in your school to support and enable mentoring – in PAIRS, using the prompts on p.10. Focus on strategies for improving and strengthening what’s in place already!

45. What might this have to do with mentoring? 45 See p.9 in your EdP hand-drawn booklet

46. 46

47. Mentor resources Day 1 & 2 www.vit.vic.edu.au

48. My Learning Experiences today… Please consider and respond to the prompts on the double-sided survey being handed out now.