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Mentoring

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Mentoring

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    2. Overview of Issues in Teacher Support

    3. Teaching Assignment Research indicates that placement of the Novice teacher(NT) may well be the most influential variable related to first year teaching success. Factors contributing to a difficult teaching assignment include: Assigned in an area that does not match the background and training of the NT Having multiple teaching preparations Having time-consuming and demanding extra-curricular responsibilities Working with remedial and/or unmotivated students Having to “float” between classrooms.

    4. Indicators of Increased National Activity Related to Induction Ever increasing body of professional literature More sessions at Professional Meetings & more conferences on teacher induction Three ATE National Commissions-- Teacher Induction Role and Preparation of Mentor Teachers Novice Teacher Support More Teacher Induction Research Increasing numbers of Induction Programs from: SCDEs, IHEs, LEAs, Prof. Orgs. & SEAs

    5. Critical Issues In Teacher Induction Whose responsibility is induction--IHEs, LEAs, SEAs, others? How will induction programs be financed? What is the definition of a successful novice teacher? When does preparation end and induction begin? What should be included in induction programs? How much assistance vs. assessment?

    6. Gabriel Experienced Teachers Problems Slow Progress of Pupils Satisfactions Success of Former Pupils Novice Teachers Problems Criticism from supervisors Discipline Satisfactions Praise Holidays

    7. Veenman’s Most Frequently Perceived Problems of NTs

    8. Huling on Veenman If Veenman were doing his work today, I would predict novice teachers would also be concerned about: Teacher appraisals High-stakes testing Time spent preparing students for test Student motivation Parent pressure to ensure acceptable achievement Results reported by individual teacher Student promotion based on results School safety

    9. Phases of First Year Teaching: Attitudes Toward Teaching

    10. Stages of Teacher Development Stage 1: Survival Stage (First Year) Stage 2: Adjustment Stage (2–4 Years) Stage 3: Mature Stage (5+ Years)

    11. Levels of Mastery Between a Novice and Expert Teacher Stage 1: Novice Stage characterized by Survival and Discovery Stage 2: Advanced Beginner Style characterized by Experimentation and Consolidation Stage 3: Competent Stage characterized by Mastery and Stabilization Stage 4: Proficient Stage characterized by Analysis and Deliberation Stage 5: Expert Stage characterized by Fluidity and Flexibility

    12. Teacher Development Continuum

    13. Antecedents to Increasing Levels of Support

    14. Fuller’s Sequence of Concerns About Teaching

    15. Stages of Concern (SoC) About the Innovation

    16. SoC Paragraph Scoring Example

    17. Stages of Concern (SoC) About the Innovation

    18. The Concerns-Based Adoption Model

    19. Important Characteristics of Mentor Teachers

    20. Selection of the Mentor Teacher

    21. Categories of Support

    22. Suggested Content/Topics for Mentor Training Need & rational for teacher induction programs School district philosophy, needs & priorities District policies & operating procedures State & national curriculum standards State accountability measures & implications for schools/districts

    23. Suggested Mentor Training Content/Topics Con’t. Working with the adult learner Stages of teacher development Concerns and needs of novice teachers Clinical supervision--classroom observation & conferencing skills Teacher reflection Fostering novice teacher self-esteem & self-reliance

    24. Categories of Support

    25. Effects of Support and Challenge on Development

    26. Situational Mentoring

    27. When to Use Directive Mentoring Directing Standardizing Reinforcing When the mentor has knowledge that the mentee does not possess When the mentor knows what the problem is and the mentee does not When the mentee’s behavior is self-defeating but is not viewed as such by the mentee When the mentee is consistently defensive and closed to feedback In a crisis situation where the personal or professional well-being of the mentee is at stake

    28. When to Use Nondirective Mentoring Listening Clarifying Encouraging When the mentor possesses more knowledge than the mentor When the mentee is seriously concerned about a problem and the mentor does not see a problem When the mentor judges that a mentee’s proposed action is safe When the mentee is capable but reluctant to act When the mentor wants to gain insight into the mentee’s level of skill or motivation

    29. When to Use Collaborative Mentoring Reflecting Presenting Problem-solving Negotiating When the mentor and mentee both possess knowledge about the topic or issue When the mentor understands one part of a problem and the mentee understands another part When there is time for collaboration, and the mentor senses that the mentee is ready to assume more responsibility When the mentor senses that the mentee needs to feel part of the decision-making process.

    30. Styles of Mentoring Responder--Encourages Novice Teacher (NT) to ask for help and provides assistance when requested in areas of concern Colleague--Through frequent, informal contact with NT, notices when NT experiences a concern or problem and provides assistance related to the area of concern. Initiator--Accepts responsibility to promote the professional growth to the greatest degree possible. In addition to providing assistance when requested, regularly makes suggestions to NT to promote professional growth.

    31. Styles of Mentoring the Novice Teacher

    32. Styles of Mentoring the Novice Teacher

    33. Styles of Mentoring the Novice Teacher

    34. Equation for Induction Success

    35. Tips for Helping Novice Teachers

    36. Tips for Helping Novice Teachers

    37. Goals on Induction Programs To improve teaching performance To support standards-based teaching and learning To increase teacher retention during the induction years To promote the personal and professional well-being of novice teachers To satisfy public and political concern/pressure related to the competency of novice teachers To transmit the culture of the system to novice teachers

    38. Common Components of Induction Programs Printed materials on district/school regulations Orientation meetings and visits Newsletters and/or tip sheets for novice teachers Seminars (on curriculum and effective teaching practices) Support sessions for novice teachers Mentor (helping, buddy, peer) teachers Consultations with mentors and other veteran teachers

    39. Common Program Components Observations by mentors, peers or supervisors coupled with follow-up conferences Opportunities to observe other teachers. On-line conferencing and/or dialogue journaling Graduate coursework for novice teachers and/or mentors Release time/load reduction for mentors and/or novice teachers Engaging in action research Team teaching

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