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PATHWAYS MENTORING WORKSHOP

PATHWAYS MENTORING WORKSHOP. Dr. Jane Zenger Dr. Quantina Haggwood September 9, 2009. Reflective Questions. What is the purpose of mentoring? What is effective mentoring? Why would someone want to be a mentor?. AGENDA. What is the definition and purpose of mentoring?

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PATHWAYS MENTORING WORKSHOP

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  1. PATHWAYS MENTORING WORKSHOP Dr. Jane Zenger Dr. Quantina Haggwood September 9, 2009

  2. Reflective Questions • What is the purpose of mentoring? • What is effective mentoring? • Why would someone want to be a mentor?

  3. AGENDA • What is the definition and purpose of mentoring? • What are the current state (SC) and district regulations and goals? • What are the expectations and realities of mentoring and being mentored? • What are the characteristics of a good mentor?

  4. AGENDA • Who needs mentoring? • What are the presumed needs of the new teacher protégé’? • How can one use Cognitive Coaching to help solve problems? • How is school leadership related to mentoring?

  5. What is mentoring? Mentoring is a process through which experienced teachers guide a less experienced teacher to proficiency.

  6. What is a mentor? • An experienced, successful and knowledgeable professional who willingly accepts the responsibility of facilitating professional growth and support of a colleague through a mutually beneficial relationship. • An experienced teacher whose willingness to assist and support new teachers is readily apparent in their attitudes, beliefs and philosophies of teaching

  7. Why do we need mentoring? Teacher Retention Statistics • 17% of teachers leave after one year • 30% of teachers leave after two years • 40% leave after three years • Nearly 50% leave after five years

  8. Why do we need mentoring? Cost Impact • The cost of replacing a teacher is 25-35% of the annual salary and benefit costs. • It costs $11,000 every time a teacher leaves the profession

  9. THE PURPOSE • Retaining quality teachers • Improving beginning teachers’ skills and performance • Supporting teacher morale, communications and collegiality • Building a sense of professionalism, positive attitude

  10. THE PURPOSE • Facilitating a seamless transition into the first year of teaching • Putting theory into practice • Preventing teacher isolation • Building self-reflection

  11. What the SC Dept. of Education says about mentoring! PURPOSE • A mentoring program should provide opportunities for new and experienced teachers to grow professionally and improve their teaching. • It is more than just assigning an experienced teacher with a novice teacher.

  12. Goals of a Mentor The main purpose of a mentor is to provide the educational leadership and collaboration necessary to implement professional growth on the part of the new teacher you work with.

  13. Goals of a Mentor • Help new teachers make a smooth transition into the teaching profession • Provide psychological support so the new teacher develops a commitment to teaching • Provide on-going coaching and support • Help the new teacher improve their classroom teaching

  14. Goals of a Mentor Help make the new teachers first year experience provide a broad variety of professional experiences

  15. What Richland One says about mentoring? Mentors will: • Participate in 4 professional development sessions • (after regular school hours) • Complete mentor training, in accordance with • South Carolina Dept. of Ed. guidelines, to become a certified mentor • Communicate regularly with Mentor Specialist • Complete all required mentor documentation • Meet weekly with mentee for a minimum of one hour per week

  16. Group Activity EXPECTATIONS VS REALITY

  17. CHARACTERISTICS OF GOOD MENTORS

  18. GROUP ACTIVITY • Groups of 3 or 4 • 10 Characteristics of Good Mentor • Write a job advertisement • Share

  19. CHARACTERISTICS OF GOOD MENTORS • Trustworthy • Sensitive and genuine • Tolerant and understanding • Flexible • Positive and caring • Credible • Nurturing and supportive • Accepting and empathetic • Knowledgeable and competent

  20. Characteristics of Good Mentors (SKILLS) • Problem solving • Assessing and responding to the needs of the new teacher • Effective communication • Active listening • Time management • Ability to reflect • Conflict resolution • Data collection

  21. Characteristics of Good Mentors (Knowledge) • Role of a mentor • Needs and concerns of new teachers • State and national standards and their use in the classroom • Effective teaching practices • Coaching and modeling • Reflective practice • Interpersonal development • Individualized learning theory

  22. ROLES OF MENTORS • Resource • Problem Solver • Advocate • Facilitator • Coach • Collaborator • Learner • Assessor • Trusted Listener • Teacher

  23. ROLE ACTIVITY

  24. Who needs mentoring? • New/Induction teachers • New-to-school teachers • Teachers in crisis • Practicum students • Interns

  25. Phases of First Year Teachers’ Attitudes Towards Teaching Yes! I can! I’m ready! Anticipation Anticipation Reflection HELP! Survival Rejuvenation Disillusionment Winter Break!

  26. What does afirst year look like?

  27. Who needs mentoring? • New/Induction teachers • New-to-school teachers • Teachers in crisis • Practicum students • Interns

  28. Things to Consider • Age • Experience • Background • Relationship • Training

  29. How is mentoring different for each group? (needs) Round Robin

  30. Protégé Needs • Perception vs Reality • Top 2 needs from each section • New vs Experienced

  31. BUILDING RELATIONSHIPS

  32. Phases of a Mentor/New Teacher Relationship • Establishment of the Relationship • Getting to Work • Evaluation and Follow Up

  33. Establishing the Relationship

  34. Establishing the Relationship New teachers need: • To know that the relationship is about them • Believe their mentor is a trusted confident and that your role is not evaluative • Understand how you will discuss and manage problems or new crisis and learning opportunities • Know that their problems are not limited to them but are universal among new teachers

  35. Establishing the Relationship To produce a win-win situation mentors must: • Be non-judgmental and supportive in conversations with their new teacher • Ask the new teacher about their needs, concerns and expectations for your relationship and communication process • Understand that it is not easy for a new teacher to trust them and it takes time to earn their trust

  36. Establishing the Relationship • To produce a win-win situation mentors must: • The new teachers self esteem may be threatened and is concerned about how you view them • Beginning teachers may feel inept or think their problems are too overwhelming or stupid to share

  37. Getting to Work

  38. Getting to Work • During this time new teachers need: • To feel the relationship is consistently supportive • Identify problems and establish strategies to address the problem

  39. Getting to Work • Mentors can help the new teacher by: • Maintaining and enhancing the relationship • Assisting the new teacher in defining and understanding the problems • Aid the new teacher in finding solutions to problems and teaching skills needed to manage difficult situations • Identify goals and objectives to reach and decide on a method to assess achievement of the goals

  40. Evaluation and Follow Up

  41. Evaluation and Follow Up • During this time new teachers need: • To know that their efforts and achievements have been observed and recognized • Opportunities to express their thoughts and feelings toward their relationship with their mentor • Assess the effectiveness of strategies employed to remedy problems and difficult situations

  42. Evaluation and Follow Up • Mentors also need: • To ask for feedback regarding their effectiveness in facilitating their new teachers ability to problem solve • Share their perceived benefits as a mentor • Know that their efforts have been observed and recognized • To redefine the relationship as the beginning teacher enters their second year

  43. Give One – Get One • List 3 strategies you will use to develop a trusting relationship with a mentee. • Find a partner. • GIVE ONE idea from your list to your partner. GET ONE IDEA FROM YOUR PARTNER. • If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists. • Move again. Give one - Get one Chart Note: Exchange no more than one strategy with any given partner.

  44. Cognitive Coaching Listening and Problem Solving Strategies

  45. Role Play

  46. Materials to Share

  47. “The Take Away” • Can a group of teachers have an impact on teacher retention and recruitment within their school setting? If yes, how?

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