Creating comprehensive mentoring guidelines for an IEP

1. Creating comprehensive mentoring guidelines for an IEP Ada Chrisman Benjamin Taylor Mackenzie West Instructors at the Virginia Tech Language & Culture Institute Intensive English Program

2. Agenda • Ben Taylor • Personal Experiences • Ada Chrisman • Background • Research • Final product • Mackenzie West • Personal Experiences

3. Personal Experiences: Ben Taylor • My experience • No prior teaching experience • Level coordinator/faculty development admin gone for the first two (essential) weeks • Just one hour being shown a pacing guide by a level leader • Overhearing deadlines and expectations • Not understanding “reminder” emails • No systematic training in technologies • Overly meticulous adherence to some policies • Assigned to Ada one term too late

4. Personal Experiences: Ben Taylor • What I wish would have been my experience • An experienced teacher or teachers I didn’t have to feel guilty bugging (about anything) • Explanations of what is realistically expected in the trenches • Modeling and collaboration on curriculum (beyond the pacing guide) • Mentoring integrated with the level groups • level leader=mentor? • mentoring in small groups or teams? (more “synapses”) • Guaranteed physical proximity to my mentor • Designated/required training times (take the pressure off the mentor and mentee to take initiative) I wish I had gone through this mentoring process my first term!

5. Original Guidelines • The purpose of mentors is to provide individual support for new instructors as they adjust to teaching in our program. • Mentors should contact mentees weekly to see if they have any problems or questions and to remind them of upcoming deadlines and procedures • Mentors should invite mentees to visit one of their classes and should observe the mentee in one of their classes

6. Assessing Needs • TESOL Quarterly • The Role of Mentoring in Supporting Novice English Language Teachers in Hong Kong Steve Mann and Elaine HauHing Tang

7. Assessing Needs • • taking care of/looking after mentees • • giving advice and suggestions • • familiarizing mentees with the physical setting of the school • • explaining the school-based syllabus, curriculum, and scheme of • work • • dealing with administrative arrangements (e.g., arranging meetings) • • giving mentees everyday reminders (of the routines) and daily support • • discussing ways to motivate students’ learning • • talking about students and teaching on a regular basis • • answering questions and giving suggestions regarding marking • and paper setting • helping mentees with anything related to the classroom and • teaching • • advising mentees in dealing with difficult students and classroom • management • • helping mentees in dealing with parents • • helping mentees with technical problems such as using the • school-based computer systems • • explaining school policies (e.g., regarding applying for reimbursement) • • evaluating mentees in the middle and at the end of the year • • observing mentees’ lessons and giving feedback • • providing mentees with emotional support

8. Determining Questions • Is the role of the mentor to be supportive or evaluative? • Will the mentor have any accountability to administration for the performance of the new teacher? • How or will mentors be evaluated? • How long should the mentoring program last? 1-2 terms? Longer?

9. Purpose • Statement of Purpose: The purpose of the mentoring program is to provide individual support for new instructors as they adjust to teaching at the VTLCI. A secondary purpose is to provide support for returning instructors struggling to meet program goals.

10. Goals • Orient new Instructors to their environment, including practical and logistical needs. • Prepare new Instructors for VTLCI instructional pacing. • Dialog on best practices in Intensive English Program teaching and learning through observations and instructional support • Review relevant websites and software knowledge required by instructors at the VTLCI. • Ensure awareness of and support for meeting important term deadlines.

11. Goal #1 • Orient new Instructors to their environment, including practical and logistical needs.

12. Basics

13. Basics • Location of facilities, classrooms, offices, etc • Location of supplies in the Main and Annex teacher rooms; how to obtain more supplies • Location of projectors, Bloggie, TV/DVD equipment and procedures • Location of supplemental and professional Libraries maintained by the Level Coordinator • Obtaining keys to various buildings and classrooms • Arranging for a substitute instructor

14. Goal #2 • Prepare new Instructors for VTLCI instructional pacing.

15. Pacing Guides • Assist the instructor with their first pacing guide for the new term. They can look at previous pacing guides from you or from others teaching their level. Previous pacing guides can be obtained from the Associate Director. This can be done in person or via email. • Check with mentees throughout the term to see how they are progressing on their pacing guides, and if they are matching the pacing of other instructors.

16. Goal #3 • Dialog on best practices in Intensive English Program teaching and learning through observations and instructional support

17. Observations • Observe one class that the mentee teaches, preferably early in the term (week 2 or 3), and invite the mentee to visit their class, or observe another experienced professor at the same level. These observations are not evaluations, rather they are intended to create dialog about teaching and learning. • Spend some time teaching mentees to use the Editing Symbols for editing student writing. This can be accomplished by grading a few papers together, or exchanging previously edited papers (or copies) and providing feedback on editing style.

18. Student Conferencing • Make Instructors aware of upcoming midterm Instructor/Student conferences for D and F students, the necessary forms, and methods of handling conferences smoothly and discreetly.

19. Student Conferencing • Discuss Academic Integrity Violations forms and procedures.

20. Goal #4 • Review relevant websites and software knowledge required by instructors at the VTLCI.

21. Computer Session • VTLCI Homepage. Sign them up for the VTLCI blog, and show them where to check for inclement weather closings and delays. Find the Intranet link. • The Intranet. Show mentees how to access and use the Intranet to submit hours and grades, check roles, print roles, and check student ID numbers. • Moodle. Show new instructors how to access the Moodle site, as well as download and use necessary forms, including syllabi, the addendum, pacing guide calendars, student conference forms, speaking rubric, editing symbols by level, etc. • Engrade. Assist the instructor with setting up at least one class in Engrade, including creating rosters, setting up weighted categories, and sending email invites to students to join the class. Explain various features such as student to teacher messages, class messages, discussion groups, quiz software, etc. Also, a brief explanation of doing printable student reports can be done at this time, or closer to midterm. • Online Textbook Components: Currently we are using Pathways (From National Geographic and Heinle/Cengage ) and Q Skills for Success for Reading and Writing.

22. Goal #5 • Ensure awareness of and support for meeting important term deadlines.

23. Meeting Deadlines • First week roles • Pacing guides • Book orders • Midterm grades • Student Conference forms • Portfolios • Portfolio Review • Final Grammar Exams • Final Grades/Attendance • Progress Reports D/F

24. Mackenzie West Personal Experiences • Having someone on a similar schedule with a desk very near mine. Able to ask questions anytime • That someone was also teaching the same level/class • Able to observe him 1st week (1-3: Ben!) • Asked a lot of people questions when I had them~ didn't feel that I had to reserve them all for only my mentor

25. Mackenzie West Personal Experiences • Mentor made sure I was on-track with all expectations • Very thorough in reviewing list, taking time to clarify questions and explain misunderstandings • Demonstrated going to certain websites and walking through each step so ensure comprehension • Super quick responses to emailed questions • Checked up on me to see how I was doing, if I had questions or needed clarification w/ anything • Continues to be a helpful and encouraging mentor/colleague.

26. Go Hokies!!!!