Working with our Mentor Teachers/Schools

1. Working with our Mentor Teachers/Schools

2. Agenda • Mentoring Relationships (Slides 3-20) • Roles and Responsibilities (Slides 21- 34) • Evaluation Protocol (Slides 35- 36) • Timelines (Slides 37-40) • Communication (Slide 41)

3. Building relationships is a cornerstone of mentoring. By addressing how we welcome and support our TCs we lay the groundwork for success.

4. Mentoring Experiences Think of time when you were once a TC. Think about a specific experience you had with your Mentor Teacher. Reflect on this experience. What made it either positive or negative? Share this experience with a neighbour.

5. Mentoring Qualities Activity 1. Remove the slips of paper from the envelope and review with a partner. • Sort the slips into qualities you would associate with a good Mentor and those you would not. Explain why these Mentoring qualities are significant to the growth of a TC.

6. True Colours • We each have our own unique preferences (teaching styles, ways in which we communicate etc.). • Differences are to be celebrated. • Understanding ourselves and others brings about many benefits. ? ? ? ?

7. What is Your True Colour ?

8. True Colours - Teachers

9. How is having the knowledge of True Colours important to the role of mentoring?

10. Benefits of Having a TC • An opportunity to help shape a future colleague. • An opportunity to record observations of students and make anecdotal assessments while the TC is teaching. • An opportunity to add another adult to the classroom who has an additional or different skill set. • An opportunity to explore current educational trends and instructional strategies and ideas. • An opportunity to regularly dialogue about teaching and learning.

11. How Do We Facilitate TC Growth? Mentoring Perspectives Roles and Responsibilities Evaluation Protocol

12. Gradual Release of Responsibility Vygotskian Model I do You watch I do You help me You do I help You do alone I help or assist (as needed) Teacher Modeling (Dependency) Differentiate Mentoring/ Instruction Collaborative Productive Activity Different Levels of Assistance Gradual Release of Responsibility Independence

13. The Three C’s • Coach • Collaborator • Consultant (from the YRDSB NTIP Handbook for Mentor Teachers, 2007, page 8) • Effective MTs build an interactive, learning-focused relationship that responds flexibly and appropriately to the needs of the TC.

14. Coach The MT may act as a coach, guiding the TC through one or more aspects of professional practice. As a coach, the MT supports the TC’s thinking, problem-solving and goal achievement. Coaching might be provided before, during, or after a particularly challenging activity, with emphasis on building the TC’s capacity for self-directed learning.

15. Coaching in action: Remain non-judgmental- ensure that judgments are made only by the TC as he or she plans,reflects, problem-solves and makes choices. Inquire- Ask the TC about successes, concerns or issues he/she wants to discuss, using open-ended questions designed to encourage thinking and invite choice. Reflect on Goals- Engage in conversations focusing on the TC’s learning interests and goals, balancing support and challenge by marking the successes and articulating the new arenas for learning.

16. Collaborator As a collaborator, the MT and the TC work together in planning or problem-solving. The MT shares planning, decision-making and problem-solving with the TC. Both the MT and the TC participate actively in the learning process, developing ideas, sharing insights, setting priorities and making action plans.

17. Collaborator in action: Co-plan/ co-teach- Together, the MT and TC create learning engagements or units of study and extend the collaboration by teaching together. Study partnership- New instructional methodologies, articles, book studies are developed by a sharing of experiences in the classroom. Design Action research- Develop an action research project to encourage the spirit of experimentation and conscious curiosity about professional practice.

18. Consultant As a consultant the MT passes on information about procedures, policies and practices. The MT transfers knowledge and information about the craft of teaching, such as classroom routines, applying instructional strategies, implementing curriculum. Additional information about school and board procedures and protocols might also be shared.

19. Consultant in action: Think aloud- The MT shares the thinking of a decision regarding teaching practice, the considerations that were taken into account and reasons for the final choice. Offering a menu- Providing a menu of possible choices to the TC in order to support their decision-making ability, and discussing each. Produce an Idea Bank- The MT creates an ideas bank that the TC can refer to. Conducting Model Lessons- The MT provides a model lesson, discussing beforehand those aspects of practice that the TC should focus on during observation of the lesson.

20. Consultant in action: Video tape- Video taping lessons can be a powerful means of exploring teaching practice. It offers an opportunity to view and review specific aspects of teaching in great detail. Refer to current research- Referring the TC to professional books, journals, articles etc, models life long learning and can often help the TC identify development opportunities.

21. Role of the Course Director The Faculty CD provides leadership and support during the practicum to TCs, MTs and SCs. Fostering a positive relationship between faculty and school personnel is critical to the success of university and school partnerships. The CD has the final responsibility for determining the passing standards have been reached. The CDs will ensure that the assessment/evaluation procedures of the Faculty are implemented.

22. Responsibilities of CD • Plan and deliver practicum course/seminars. • Assist in the identification of Mentor Schools, SCs, and MTs. • Initiate contact with assigned schools and facilitate working relationship with school personnel. • Inform SCs and MTs of the components of the practicum program including specific practicum expectations. (see the Mentoring website for the Assessment and Evaluation Practicum Protocol at http://www.edu.yorku.ca/mentor/index.html • Meet with SCs and MTs regarding the course/seminar expectations and guidelines. • Provide resources to SCs and MTs • Support MTs with their ongoing supervision and evaluation. • Support requests from school personnel and/or TCs regarding professional development. • Visit TCs to provide support through discussion and reflection. • Counsel TCs and mediate when necessary. • Confer with MT to develop plans to support Tcs in addressing identified concerns.

23. Role of the Principal The role of the school Principal is critical to the success of the practicum partnership for all participants. As school leaders, Principals set a positive and welcoming climate that maximizes the learning opportunities for all involved. The school Principal visibly supports the teacher education program in the school.

24. Responsibilities of the Principal • Assist in the selection of Site Coordinator and Mentor Teachers. • Integrate teacher education with the professional development goals of the school. • Maximize the use of York personnel and resources in the school. • Inform pupils and parents about practicum program and the school’s role in teacher education. • Facilitate the acceptance of TCs by staff. • Ensure that TCs have opportunities to learn about the school culture and experience learning activities beyond the classroom. • Meet TCs prior to or upon entry in the first week. • Provide TCs with copies of the school handbook and general board, school and community information. • Establish a positive climate in which all participants can be learners.

25. Role of the Site Coordinator The Site Coordinator is a practicing member of the teaching profession. The primary role is one of on-site coordination, supervision and liaison between the Mentor School and the Faculty. The Site Coordinator co-ordinates the York University Program within the school by recruiting MTs, acting as mediators between the MTs and the TCs, as well as organizing workshops for TCs (e.g. assessment, reporting, lesson design, technology etc).

26. Responsibilities of the Site Coordinator • Provide on-site coordination and liaison between the Mentor school and the Faculty. • Attend seminar/meetings held by the York Faculty at the request of the CD and participate as required. • Consult with the CD and Principal in identifying MTs and arranging for their participation in the program. Arrange placement of TC and MT. (minimum of 2 years experience) • Explain the program and roles of the participants to MTs in cooperation with the CDs. • Organize an orientation program to support the transition of the TCs into the practicum experience (see sample orientation plan at http://www.edu.yorku.ca/mentor/orientation.pdf • Facilitate dialogue with school personnel including Teacher Librarian, Special Education personnel and other school-based programs. • Organize alternate activities for TCs on a Professional Activity Day (if required).

27. Responsibilities of SC (continued) • Meet periodically with TCs to identify and address their concerns or questions. • Organize two school based seminars for the TCs. • Assist in the coordination and development of formative and summative evaluations of TCs completed by the MTs. • Collect and forward completed evaluations from MTs and inform CDs of final recommendations. • Counsel Candidates as necessary. • Take steps to resolve issues and problems by meeting with MTs and/or TCs and CDs to clarify roles and discuss problems. • Arrange for the TC to be placed with another MT when necessary. • Maximize opportunities for TCs to engage in school activities beyond the classroom.

28. Role of Mentor Teacher The MT has an essential role in promoting the growth of our TCs. An MT should have completed a minimum of two years of classroom experience. The experiential learning facilitated by the MT provides a significant link between theory and practice. The professional development of TCs is supported by a process of supervision involving collaboration between the MT, SC and CD from the Faculty of Education. Based on the criteria outlined in the Practicum Evaluation Protocol, the MT is responsible for the ongoing assessment and evaluation of TCs throughout their placement. (see Mentoring Website, Assessment and Evaluation, Practicum Evaluation Protocol) http://www.edu.yorku.ca/mentor/index.html Preparation of the Practicum Summary report is to be completed by the MT based on ongoing observations throughout the practicum experience and should be directly linked to the criteria outlined in the Protocol document.

29. Responsibilities of MT • Create a positive risk-taking environment. • Provide an on-going model of effective teaching practice. • Model the routines and the day to day running of the classroom. • Provide space for the TC to work. • Supervise the TC in all instructional settings. • Provide Instructional and planning resources. • Support the TC in reflecting upon lessons that have been prepared for students. • Facilitate the development of skills in planning, assessment, evaluation, differentiated learning, classroom management, meeting the needs of diverse learners, and designing appropriate materials/experiences. • Assist TCs to integrate theory and practice. • Provide timely communications to the SC and CD regarding the TC’s growth.

30. Responsibilities of MT (continued) • Focus TCs observations and reflections. • Provide regular constructive feedback to TCs based on the criteria found in the York University Evaluation Protocol (see Mentoring Website, Assessment and Evaluation, Practicum Evaluation Protocol) http://www.edu.yorku.ca/mentor/index.html • Compose and submit the Practicum Summary Report for the Fall (November) Block and/or the Practicum Summary Report for the Winter Block. • Make recommendations regarding the Pass/Fail standings to the SC, who will communicate the recommendations to the CD. Please note: The CD has the final responsibility for determining the passing standards have been reached according to the criteria outlined in the Evaluation Protocol.

31. Ensuring TC Success • Provide TC with a space in the classroom to put their belongings (a desk or table workspace). • Regularly model effective instruction and dialogue about it. • Share thinking regarding instructional decisions. • Let the TC teach to their strength and style.

32. Planning and Teaching Support • Assess the TC’s readiness for planning and teaching experiences (Gradual release of responsibility, Vygotskian model) • Separate a strand of the curriculum specifically for the TC’s to focus on each week while he/she is in the placement-- preferably one that can stand alone or compliment what is currently unfolding. • Plan ahead and stick to the plan in order to set up TC for success. • Provide regular dialogue/feedback. Walk the TC’s through lessons (step by step) to see strengths and areas for improvement. • Encourage the TC to plan learning engagements that support his/her teaching style. (i.e. use of technology, the arts etc.)

33. Things to Consider • Know what the TC is planning to do. Be sure to discuss ways in which the plan may or may not be successful, but be open to allowing him/her the opportunity to try out new strategies and ideas. Flexibility is key. • Communication is critical. Determine the ways in which communication can/will occur (email, telephone, etc). Share contact information. Determine a mutual time for dialogue. Set time frames - When to meet? When lesson plans are to be submitted so that feedback can be provided? • Consider writing a letter of reference for your TC. • Appreciate your TC’s skill set, seeing his/her potential.

34. TC’s are there to learn. • TC’s are adults that come to us with their own skill set that may or may not be educationally based. • Be honest. Share successes and help the TC to understand his/her areas in need of development. Suggest or provide strategies for this development. • Be willing to share personal successes and struggles - it is often through our own challenges that we learned the most!

35. Evaluation Protocol The purpose of the protocol is to encourage supportive dialogue.The protocol is transparent. The protocol is an attempt to standardize the criteria used to measure effective teaching.http://www.yorku.ca/foe/mentor/assess.html

36. Determining if a Candidate is At-Risk • TCs construct their own knowledge of teaching through reflection and experience. At various times a candidate may require additional support to help them move through the stages of becoming an effective teacher. • In your role as a mentor, you will have to use your professional judgment to determine the types of support that are appropriate to the situation. • Regular and timely consultation between the MT, SC and CD is critical to ensure that all parties have a common understanding of the nature of the concern. • The resources on this page will help you support the ongoing growth of your teacher-candidate. http://www.yorku.ca/foe/mentor/atrisk.html

37. Important Timelines Fall Term • TC Classesbegin August 25th • Principal, SC, MT Orientation August 27th, 9 -10:30 a.m • Observation Week in Mentor School, Sept 2nd- Sept 5th • Practicum Placement – two days/week (Mondays and Tuesdays), beginning September 8th ending December 9th.

38. Important Timelines • First formal 3 part observation cycle (Pre observation dialogue, observation, post observation dialogue)- to be completed between October 6th and October 21st. • Timely and ongoing communication regarding concerns regarding TC progress/success (based on reference to the Evaluation Protocol, and At- Risk description provided on the Mentoring website) should be communicated to SC and CD early in the practicum placement. The optimum time during this first placement to communicate concerns regarding TC proficiency is by October 6th so that an appropriate growth plan may be written. • BLOCK (2 weeks) November 10th -21st Second formal 3 part observation cycle to be done during the Block. • Practicum Summary Reports are to be completed at the end of the Block and submitted to the SC. An original signed copy should be provided to the TC. SCs will collect and forward to the Richmond Hill Site office all teaching reports for the TCs based at the Mentor School.

39. Important Timelines Winter/Spring Term • Orientation Week (Jan. 5th- 9th) • Placement – two days/week (Mondays and Tuesdays) • March 23rd- April 9th– Second Block Begins (3 weeks) • May 4th- May 15th - Final Block Begins (2 weeks)

40. Important Timelines • First formal 3 part observation cycle (Pre observation dialogue, observation, post observation dialogue)- to be completed between February 6th and February 24th. • Timely and ongoing communication regarding concerns regarding TC progress/success (based on reference to the Evaluation Protocol, and At- Risk description provided on the Mentoring website) should be communicated to SC and CD early in the practicum placement. The optimum time during this placement to communicate concerns regarding TC proficiency is by February 6th so that an appropriate growth plan may be written.. • Winter BLOCK (3 weeks) March 23rd- April 9th Second formal 3 part observation cycle to be done during the Block. • Final BLOCK (2 weeks) May 4th May 15th Third formal 3 part observation cycle to be done during the Block. Practicum Summary Reports are to be completed at the end of the Block and submitted to the SC. An original signed copy should be provided to the TC. SCs will collect and forward to the Richmond Hill Site office all teaching reports for the TCs based at the Mentor School.

41. How Can We Help???? Online support for your information- • Richmond Hill Site Website http://teacherweb.com/on/yorku-richmondhillsite/pjconsecutiveprogram • York University Mentoring Website www.edu.yorku.ca/mentor