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ASSIST Mentor Component Dr. Randi Stanulis Michigan State University

ASSIST Mentor Component Dr. Randi Stanulis Michigan State University. The Quality of Mentoring is Critical.

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ASSIST Mentor Component Dr. Randi Stanulis Michigan State University

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  1. ASSIST Mentor Component Dr. Randi Stanulis Michigan State University

  2. The Quality of Mentoring is Critical “The better the quality of the mentoring, the better the quality of a new teacher’s classroom instruction. Like good teaching, good mentoring involves complex skills and understandings that are rarely intuitive” (Gless and Moir, 2001).

  3. Broadening our image of mentoring… Fitting in How is it going? Open door for resources Listening/valuing ideas Including in norm developmentLearning to teach Sharing learning together Helping in the classroom Asking questions to push thinking

  4. Limitations of “Buddy Mentoring” Available for advice Rarely observes in the classroom Lacks mentoring preparation Shows materials, forms, school routines (Gordon and Mazey, 2000).

  5. Mentoring for survival is NOT enough “It’s funny, we talk about them in the survival stage and…if we’re helping them to survive, that shouldn’t be our only role. I mean, there should be more to it. I can’t say, ‘I’m going to help you just survive’, because that’s not what they want either.”–Jake (pseudonyn) Michigan mentor teacher (in Stanulis, Meloche & Ames, 2005).

  6. Instructional Mentoring Practices Observe and confer Analyze student work together Co-plan learning tasks Chunk and pace the year Engage families Analyze a discussion Model teaching strategies Promote goal setting/checking progress Assist in identifying growth Invite self-reflection Probe to clarify ideas Encourage examination of beliefs Model problem-solving Connect practice to effects on students Explore questions rather than provide answers

  7. Instructional Mentoring Practices ASSIST mentoring repertoire examples: • Leading discussions: An inventory • Sample observation techniques • Questions that stimulate decision-making in instructional planning

  8. Mentoring Conversations - Find out what the beginning teacher needs (build trust, identify successes and challenges) - Establish a clear focus for your work (paraphrase and clarify) - Support the teacher in moving her practice forward (direct teaching, collaborative problem solving, questioning) - Promote accountability for growth ( identify specific next steps and setting time for follow-up) -from the New Teacher Center, USCS, 2005

  9. Supporting mentor development • ASSIST Tool: • Mentor self-assessment • Planning template: • What is one task I can engage in to help mentors learn more about instructional mentoring? • In what ways can I encourage mentors to expand and gain knowledge for their repertoire?

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