Building Effective Mentoring Relationships

TEACHER DEVELOPMENT EBOOK SERIES

Building Effective Mentoring Relationships Page 1

Introduction Who mentors the mentors? Mentorship consistently emerges as the most valued aspect of NTIP by beginning teachers and is at the heart of the success of New Teacher Induction Program (NTIP). The purpose of this ebook is to provide a starting point for mentors, principals, and board teams as they seek to provide a menu of meaningful mentorship supports for beginning teachers. The Teaching Policy and Standards Branch wishes to thank all participants in the Adobe Connect professional learning sessions for board NTIP teams whose engagement and contributions have greatly enriched this ebook. Board teams and mentors are encouraged to adapt and share these resources as part of the ongoing support and professional learning they provide NTIP teachers. Suggestions and contributions regarding additional resources are more than welcome and can be shared at: http://mentoringmoments.ning.com

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Contents

Essential Characteristics of Effective Mentorng Relationships .................................................................................................... 3

Multiple models of Mentorship to support NTIP ........................................................................................................................... 4

The Power of Listening.......................................................................................................................................................................... 7

Goal Setting Conversations .................................................................................................................................................................. 9

Roles & Stances of an Effective Mentor........................................................................................................................................... 11

Powerful Designs for Mentoring ....................................................................................................................................................... 14

Learning Focused Conversations ...................................................................................................................................................... 16

Making Classroom Observation Meaningful ................................................................................................................................... 20

Classroom Observation and Debriefing for NTIP Teachers & Mentors ................................................................................ 22

Utilizing Scaling Questions in Debriefing Conversations ............................................................................................................ 25

Appreciative Inquiry as a Tool for Reflection and Growth ........................................................................................................ 28

Teacher Leadership .............................................................................................................................................................................. 30

Practical Montly Ideas for Mentors .................................................................................................................................................. 32

Emerging NTIP Learning Themes ..................................................................................................................................................... 35

About the Teacher Development ebook Series .......................................................................................................................... 38

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Essential Characteristics of Effective Mentoring Relationships

Mutual

• Mentoring relationships that flourish are reciprocal – all parties learn and grow

Evolving

• Mentors exhibit flexibility of stance and role based on the needs of the beginning

teachers they are supporting

Non-evaluative

• Mentoring supports are not connected to evaluation or judgment of a teachers

performance

Trusting

• Relational trust is built through effective listening and fostered in an environment

characterized by emotional safety and mutual respect

Open

• Through powerful learning designs (e.g., classroom observation and debriefing)

teaching practice is deprivatized and the intentional sharing of knowledge and practice occurs

Real

• Mentoring activities are based on the authentic learning goals of the beginning

teacher and connected to their “real world” of teaching and learning

Supported

• Conditions to foster effective mentoring relationships are supported at both the

school and board level (e.g., joint release days for beginning teachers and mentors)

Honours

strengths

• A deliberate seeking out of the strengths and attributes that each person brings to

the mentoring relationship sets the context for meaningful sharing to occur

Invitational

• All parties have voluntarily chosen to engage in mentorship

Personalized

• Beginning teachers may choose to engage in multiple models of mentorship as they build a web of mentoring supports

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Student Learning Confidence

Efficacy

Practice

Commitment to Continuous Learning

Improved Teacher

MULTIPLE MODELS OF MENTORSHIP TO SUPPORT NTIP

The Power of Mentoring A Beginning Teacher walks into a school for the first time. What are the initial and ongoing structures that allow for the intentional sharing of knowledge and practice? The last decade of educational research has all reached the same conclusion, that teacher effectiveness is the single biggest school-based influence on student learning. Impacting student learning is the ultimate outcome of the New Teacher Induction Program. Multiple models of mentorship provide a “web” of support for beginning teachers and directly align with the key goals of the New Teacher Induction Program (see diagram). In summary, the power of mentorship is that it supports our students as well as our teachers.

NEW TEACHER INDUCTION PROGRAM GOALS

Multiple Models of Mentorship

It is worth noting that multiple models of mentorship can co-exist as a beginning teacher begins to build their personal and professional learning networks (PLN’s).

Broker Mentor

ROLE • Mentor provides orientation to school logistics and culture • Mentor brokers involvement of colleagues as needs arise from beginning teacher CONSIDERATIONS • Consultant type relationship, fewer opportunities for collaboration and coaching • May be initial support until other mentoring relationships are established or ongoing throughout the year

One to One Mentor Matching

ROLE • Mentor is site-based and is matched on an individual basis with a beginning teacher • Mentor adopts consultant, collaboration and coaching stances based on the needs of the beginning teacher CONSIDERATIONS • Mentor/beginning teacher relationships that flourish are reciprocal – both parties learn and grow. • Greater “ownership” occurs when the mentor has volunteered and the beginning teacher has been involved

in the choice of mentor.

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Group Mentoring

ROLE • Mentor works with 2 or more beginning teachers or beginning teacher may have 2 or more mentors • Communities of practice provide opportunities for both mentors and Beginning Teachers to collaborate CONSIDERATIONS • This model provides flexibility if school has large number of beginning teachers (or mentors). • This model is often embedded in a school wide “mentoring culture” where all staff engaged in collaboration

Informal Mentoring

ROLE • Beginning teacher informally connects with a variety of staff members as needs arise • Mentor/beginning teacher roles are fluid – often referred to as Peer Mentoring as in many cases the

informal mentors are beginning teachers themselves CONSIDERATIONS • Spontaneous, informal nature of relationship lends itself to collaboration. • Beginning Teacher may feel isolated and/or “disconnected” if not part of any formal relationships.

Online Mentoring

ROLE • Using online conferencing beginning teachers can participate in discussion and sharing with both experienced

teachers and other beginning teachers CONSIDERATIONS • Enables access to a variety of resources and perspectives outside the school. • Not all beginning teachers may feel comfortable sharing issues and concerns in a “public” online forum.

WEB OF POSSIBLE MENTORING SUPPORTS FOR A BEGINNING TEACHER

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Multiple Models of Mentorship – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to multiple models of mentorship could include: • How might multiple models of mentorship assist beginning teachers? (and mentors themselves?) • What challenges might there be for schools / districts who embrace multiple models of mentorship?

Partnering for Success – A Resource Handbook for Mentors

NTIP Context and Goals

Multiple Models of Mentorship

NTIP Context and Goals Slidecast

Building Effective Mentoring Relationships Slidecast

Voices of Beginning Teachers

Professional Learning for Mentors Strategy Harvest

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THE POWER OF LISTENING

Building Relational Trust While there are many different approaches to mentorship, what they all share in common is an emphasis on the importance of listening. As the Chinese character for listening illustrates, listening is a complex skill. At its core, listening shows we care. It is a powerful tool for establishing and building the trust and rapport essential for any mentoring relationship.

Elements of Listening

Attending Fully A real barrier to listening can be actually being present in the moment when someone is speaking. Many of us are guilty of “fake attentive listening” where we smile and nod at the speaker but in reality we’re thinking of the dozens of things still to do that day. Attending fully involves physically unplugging from our personal electronic devices and also letting go of our “mental e-mail” in order to fully focus on the person who is speaking to us.

Pausing and Paraphrasing Often we “listen to speak” when engaged in conversation. In other words, we begin to quickly construct answers or advice in our heads rather than truly listening. Both pausing and paraphrasing can be effective tools for acknowledging what the speaker is saying and allowing the person to clarify their thoughts. An elegant paraphrase doesn’t parrot back everything the speaker has said, rather it’s a single sentence that expresses the gist of what you’ve heard and understood as a listener. We can choose to paraphrase the content of what we’ve heard or the feelings behind them or both. An example is below:

• Sounds like you’re very worried (feeling) about planning for the open house. (content)

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Non-Verbal Encouragement Albert Mehrabian’s pioneering research in the 1960’s examined three key elements of any face-to-face communication:

• Our words / Our tone of voice / Our body language While his 7 / 38 / 55 rule (7% words / 38% tone / 55% body language) is subject to much interpretation and academic debate, the emphasis of how important non-verbal communication can be is worth considering. If our body language is congruent with the attributes of an effective listener we are sending a message of genuine interest in what the speaker has to say.

Reflecting Feelings A learning focussed conversation is an intricate dance. As a skilled listener you may be adjusting your tone, facial expression or even body position based on the cues you are observing from the person speaking. This is not mimicking or mirroring the person, rather it’s a sense of being in synch. At its core, reflecting feelings is caring with your heart about what the person with whom you’re conversing is saying. What’s truly rewarding in working with both adults and students is that when people feel that sense of caring, how much more rich the sharing of thoughts, feelings, and ideas becomes.

Power of Listening – Mentoring Toolkit of Ideas and Resources to Support Implementation

Maybe an idea for us over the next few weeks is to simply look for authentic opportunities to listen with our hearts.....to our family, our friends, our colleagues, and our students.

Possible response or sharing activities related to the power of listening include: • Share a specific powerful listening example from your experiences mentoring either colleagues or

students • What does simply being a listener do for the person who is speaking? • How do we know if someone is listening to us? • What are some of the specific barriers to listening that you encounter in your role as a Mentor /

Teacher? • What are some opportunities you will seek out over the next weeks to practice the power of listening?

Power of Listening

Power of Listening Slidecast

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GOAL SETTING CONVERSATIONS Setting the Stage for Success

Mentoring is consistently reported by beginning teachers as the most meaningful element of the New Teacher Induction Program. Yet the dynamics of mentoring relationships are complex. When there is a misalignment of expectations on the part of either the beginning teacher or their mentor(s) significant challenges can arise. Engaging in collaborative goal setting conversations at the outset of any mentoring relationship helps to set the stage for success. Two potentially powerful outcomes of these learning focused conversations are: 1) Building relational trust 2) Clarifying roles and expectations

Goal Setting Conversations – Practical Ideas

Elements of Listening

Building Relational Trust Being “present” by applying the elements of effective listening is at the core of building trust and rapport in any relationship. Clarifying Roles and Expectations Position yourself as a co-learner by sharing your own learning goals for the mentoring relationship. Mentoring relationships that flourish are reciprocal – both parties learn and grow.

Possible Goal Setting Questions for both Mentors and Beginning Teachers

What strengths and attributes do you bring to your role?

What goals do you have for your students this year? If I were to speak with your students on the last day of school, what would you like them to remember about being in your classroom?

What goals do you have for your professional learning this year? How do your learning goals connect to your goals for your students?

How do you see our collaboration best working? Who else can provide support and mentorship?

What are the next steps in our collaboration?

Pausing & Paraphrasing

Non Verbal Encouragement

Reflecting Feelings

Attending Fully

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Goal Setting Conversations – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to goal setting conversations include: • How might goal setting conversations assist in building trust and rapport? • The article refers to "misalignment of expectations" - what experiences have you had where this has been

the case? • Would it be important to revisit the idea of goal setting conversations as the mentoring relationship

evolves? Why or why not?

Goal Setting Conversations

WHAT ARE THE ESSENTIAL SKILLS AND ATTRIBUTES OF EFFECTIVE MENTORS?

*Word cloud created from the responses of Feb 6, 2013 Adobe Connect professional learning session for board NTIP teams

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ROLES & STANCES OF AN EFFECTIVE MENTOR

Consulting / Collaborating / Coaching (The 3Cs) at a Glance

In their book Mentoring Matters: A Practical Guide to Learning-Focused Relationships Laura Lipton & Bruce Wellman provide a practical framework for mentors to consider as they work with (and learn from) beginning teachers. The chart below provides an at a glance guide to the 3Cs of mentorship adapted with permission from their work. While these 3Cs are helpful as a frame, effective mentors demonstrate flexibility of stance and role based on the needs of the beginning teacher. Mentoring relationships that flourish are reciprocal – all parties learn and grow!

Consultant Offering Support and Providing Resources CHARACTERISTICS

Mentor shares key information about logistics, school culture, students, curriculum, and teaching practices Beyond simple advice, a consultant provides the “why,” “what,” and “how” of their thinking

CUES Credible voice / Use of pronoun “I” / Phrases like “it’s important to”…. “keep in mind that”

CAUTIONS We tend to default to this stance / Overuse can build dependency on the mentor

Collaborator Creating Challenge and Encouraging Growth CHARACTERISTICS

Mentor and beginning teacher “co-develop” strategies and approaches 50/50 pattern of interaction and idea production

CUES Confident, approachable voice / Use of pronoun “we” / Phrases like “let’s think about”…. “how might we”

CAUTIONS Mentors need to ensure collaboration is authentic and they don’t take over and assume the consultant stance

Coach Facilitating Professional Vision CHARACTERISTICS

Mentor supports the beginning teacher’s internal idea production through inquiry and paraphrase Ultimate aim is to develop the beginning teacher’s internal resources for self-coaching and independence

CUES Approachable voice, attending fully / Use of pronoun “you” Questions like “what might be some ways to?”.... “given all that you know, what options are you considering?”

CAUTIONS Stance can cause frustration if beginning teacher lacks internal resources for idea generation

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Consulting / Collaborating / Coaching in Action

Below are some “illustrative examples” of what each of the 3Cs could look like in action. For additional mentoring resources, including month by month ideas for mentors, please visit and join our online Mentoring Moments NING at: http://mentoringmoments.ning.com

Consultant Offering Support and Providing Resources THINK ALOUD

In addition to giving a suggestion or providing a solution, add the thinking that led to it, the considerations that were taken into account and the reasons for the final choice

OFFER A MENU Support the beginning teacher’s capacity for decision-making by explicitly offering a menu of possible solutions

or choices, and discussing each

PRODUCE AN IDEA BANK Create an idea bank the beginning teacher can refer to, such as a series of tips on classroom management

Collaborator Creating Challenge and Encouraging Growth CO-PLAN / CO-TEACH

Work with the beginning teacher to create a lesson or unit of study and extend the collaboration by teaching together

BECOME STUDY PARTNERS Learn together with the beginning teacher about a new instructional methodology or engage in article or

book study, followed by a sharing of experiences in the classroom

EXPLORE CASE STUDIES Use case studies as a context for dialogue about professional practice, to provide a meaningful learning

experience for both the mentor and the beginning teacher

Coach Facilitating Professional Vision

REMAIN NON-JUDGMENTAL

Maintain an effective coaching practice by ensuring that judgements are made only by the beginning teacher as he or she plans, reflects, problem-solves and makes choices

INQUIRE Ask the beginning teacher about successes, concerns or issues he or she wants to discuss, using open- ended

questions designed to encourage thinking and invite choice

REFLECT ON GOALS Engage in conversations focusing on the beginning teacher’s learning interests and goals, balancing support and

challenge by marking successes and articulating new arenas for learning

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Roles and Stances of an Effective Mentor – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to the 3Cs include: • Looking at the overview of the 3Cs, what differences are you noting between the consulting, collaborating and

coaching stances? • Are there any connections or alignment between the 3Cs of mentoring and your work with students? If so,

what are they? • The article mentions flexibility of stance and role based on the needs of the beginning teacher. Why do you

feel this flexibility based on needs is important? What could it look like for you as a mentor?

Partnering for Success – A Resource Handbook for Mentors

Consulting / Collaborating / Coaching

FLEXIBILITY OF STANCE AND ROLE

A visual representation of how skilled mentors shift their stance and role based on the needs of the person they are working with.

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POWERFUL DESIGNS FOR MENTORING

Mentoring as a Powerful Design

In her book Powerful Designs for Professional Learning Lois Brown Easton describes powerful professional learning as possessing the following characteristics or attributes:

Arises from and returns benefits to the real world of teaching and learning

Focuses on what is happening with learners (both student and adult) in the classroom, school, and district

Involves collaboration or has collaborative aspects

Establishes a culture of quality

Slows the pace of schooling, providing time for the inquiry and reflection that promote learning and application

As illustrated in the diagram above, multiple models of mentorship allow each beginning teacher to build a strong web of support that aligns with Easton’s powerful designs and is personal to their unique learning needs and goals. Components of this mentoring web could include a variety of school – based mentoring supports along with networked communities of practice (both in person and online) beyond the school site.

Practical Examples

The “illustrative examples” provided below are intended as starting points as beginning teachers and mentors consider how they utilize powerful mentoring designs to meet their learning goals.

Mentoring Activity What it could look like in Action

Classroom Observation and Debriefing

• Beginning teachers observe the classroom of their mentors and/or mentors observe beginning teachers in action in their own classroom

• Observation is followed by collaborative debriefing and action planning

Demonstration Classroom Learning

• Beginning teachers and mentors engage in guided and focused observation of teaching and learning in another teacher’s classroom

• Visits may be “guided” by central board staff (e.g., board consultant or coach)

• Observation is followed by de-briefing with the classroom teacher, action planning, and support for implementation

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Mentoring Activity What it could look like in Action

Instructional Rounds

• Small groups of beginning teachers and mentors engage in guided, focused observation of teaching and learning in several classrooms (usually in the same school)

• Observation is followed by collaborative debriefing and action planning

Co-Planning / Co-Teaching • Beginning teachers and mentors collaboratively plan and teach a lesson

(or a series of lessons) together followed by debriefing, reflection and a continued cycle of collaboration

Collaboratively Assessing Student Work

• Beginning teachers and mentors assess student work together in order to help develop consistent understanding of the standards of achievement and inform their instructional practices

Networked Communities of Practice

• Beginning teachers and mentors form ongoing communities of practice with colleagues (both new and experienced) who have a similar grade or subject assignment and/or similar learning goals (e.g., integration of technology into teaching)

• Networked learning environment may be face to face or online or a blended model of both

Powerful Designs for Mentoring – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to powerful mentoring designs: • The article mentions "slowing the pace" of schooling as a powerful element of mentoring. Why might this be

an important element of the mentoring support you provide to a beginning teacher? • What might be some of the challenges of engaging in the collaborative learning designs highlighted in the article?

What might be some of the benefits to you as a mentor? • In addition to practical examples cited in the article, what additional "powerful" mentoring activities might you

engage in?

Powerful Mentoring Designs

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LEARNING FOCUSED CONVERSATIONS Mediating Thinking with Learning Focused Conversations

The months of May and June can mark the transition for many beginning teachers from thinking about the current school year to wondering about what next year holds in store. Many mentors may find themselves engaged with beginning teachers in the types of conversations described below: • Anticipating a new teaching assignment or school (Planning) • Looking back upon the highs and lows of the year (Reflecting) • Addressing a specific challenge or concern that is top of mind

(Problem Solving)

Flexibility of Stance and Role

Elements of Listening

Learning focused conversations represent authentic opportunities for mentors to continue to listen and by doing so foster the relational trust that is so important for successful mentoring relationships. The conversation map below is intended to be a starting point for thinking. An attribute of skilled mentors is they demonstrate flexibility of stance and role based on the needs of the beginning teachers they are working with.

Example of a Conversation Map – Step by Step 1) Elegant Paraphrase “So even though the rest of your class is coming along well you’re feeling frustrated because there’s one student you just don’t feel is connecting with anybody.”

As the beginning teacher begins the planning, reflecting or problem solving conversation, the mentor models the elements of listening illustrated above, thereby encouraging the person to continue speaking. When the person is “finished” explaining their issue in one sentence the mentor summarizes the “gist” of what they have heard. An elegant paraphrase can reflect heart (how the person is feeling) or content (the big issue or challenge). In the illustrative example to the left, the mentor has summarized both feeling and content. Usually the speaker responds with an emphatic yeah and/or elaborates on the concern or issue in greater detail.

Pausing & Paraphrasing

Non Verbal Encouragement

Reflecting Feelings

Attending Fully

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2) Explore Options

“Given all that you know about building inclusion in your classroom, what are some of the options you are considering as you try to bring your new student on board with the rest of the class?”

Instead of offering advice or autobiography, the mentor assists the beginning teacher in accessing their thinking about the choices they have. Key to this step is a “positive pre-supposition” that the speaker has already given the issue thought and has internal strategies and resources they can bring to bear. Note that the question in the illustrative example is forward looking. At this point the speaker will often provide a synopsis of a number of things they are considering. The role of the mentor is to continue to listen without offering any counsel. Once a number of options have been surfaced, consider proceeding to step # 3.

3) Plan Next Steps

“Wow, you’ve obviously given this a lot of thought and you’ve shared many ideas. As you go back to your classroom, what will be the first step you take in your effort to help this student find an entry point into your classroom community?”

The mentor’s goal here is to have the beginning teacher consider all the options they have shared and articulate a specific next step or strategy that they will apply to the issue, problem or challenge. Once the beginning teacher has articulated the practical idea(s) they are going to walk away with from this conversation and attempt to implement in their context, consider proceeding to step # 4.

4) Self Evaluation “So you’re going to start by having the student work more in groups with others - how will you know if this strategy is working?”

When next steps have been established, the mentor assists the speaker in developing some “measures” that will let them know about whether the approach they’ve chosen is working. The mentor encourages the beginning teacher to respond with specific indicators that they would like see. At this point the mentor may choose to affirm what she or he has heard and bring the conversation to a close.

Learning Focused Conversations – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to Learning Focused Conversations include engaging in a series of face to face Planning / Reflecting / Problem Solving coaching conversations. Questions for reflection could include: • How did I demonstrate that I was attending fully? • How did I use pausing and paraphrasing? • What specific examples of open-ended questions did I use to help the person explore their options? • What specific next steps and tools for self-evaluation did the person I coached leave our conversation with? • Why do I think that listening is such an integral part of any mentoring relationship? • What aspects of mentoring do I find most challenging? • Thinking about specific coaching attributes, what areas would I like to continue to focus on in my mentoring

relationships?

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The videos below are part of the Elementary Teachers’ Federation of Ontario (ETFO) Mentor Training series and used here with permission from ETFO.

EXAMPLE OF A LEARNING FOCUSED CONVERSATION

Coaching conversation with a beginning teacher (3 min 37 seconds)

LEARNING FOCUSED CONVERSATION REFLECTION

A beginning teacher reflects on the value of coaching conversations (25 seconds)

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LEARNING FOCUSED CONVERSATION MAP

Overview of the conversation map and the thinking behind it (1 min 41 seconds)

Learning Focused Conversations

Learning Focused Conversations Slidecast

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MAKING CLASSROOM OBSERVATION MEANINGFUL Learning From and With Each Other Direct observation of the professional practices of teachers by teachers must become the new foundation of professional development. (Douglas Reeves, 2008) Classroom Observation and Debriefing, whether it be informal observation of a mentor’s classroom by a beginning teacher or a more formal demonstration classroom process, represents a powerful tool for personalized and authentic professional learning. By learning from and with each other beginning teachers, mentors, and their colleagues begin to build meaningful communities of collaboration focused on the “real world” of teaching and learning in practice.

Elements of Meaningful Classroom Observation Experiences

Meaningful professional learning is coherent, sustainable, goal – oriented, evidence – informed and attentive to adult learning styles. For the participating teacher, each classroom observation or demonstration classroom experience includes the following core elements:

ORIENTATION • An opportunity for participating teachers to share specific learning goals for the observation with

the demonstration teacher and/or visit guide (e.g., Mentor, Instructional Coach, NTIP Lead)

OBSERVATION • Focused observation of teaching and learning in the actual classroom over a sustained period of

time

DEBRIEFING • An opportunity to reflect on the classroom experience, ask questions, and share ideas with

colleagues, the demonstration teacher, and/or the visit guide

ACTION PLANNING • A structured so what / now what action planning process for applying the learning to participants’

specific teaching contexts

FOLLOW UP • Direct assistance from mentors and/or the visit guide to support the implementation of new ideas

and strategies back in their classrooms

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Personalization of Learning

Classroom observation is an approach to professional learning that is personal. One person may be focused on classroom management, another be interested in how the demonstration teacher structures their guided reading program, and still another may want to learn more about how the teacher fosters inclusion with the students. Demonstration classroom learning provides a venue for each participant to observe authentic teacher practice and student learning that aligns with his or her unique learning goals.

The Importance of Collaborative Debriefing and Action Planning Classroom observation without collaborative debriefing can have the “orange wallpaper” effect. Participants may like the day, enjoy being in someone else’s classroom, but leave with their next step being to use the same lovely orange wallpaper the demonstration teacher has on their bulletin board. Immediately following up the classroom observation with a collaborative debriefing and action planning process involving the Classroom Teacher, Mentors, Visit Guide and other visiting teachers allows the focus of the participating teachers to shift away from what they saw to how they can apply their learning to their own teaching context. Focusing on the “so what / now what” provides visiting teachers opportunities to construct the practical next steps they will implement with their own students while simultaneously expanding their web of networking supports.

Making Classroom Observation Meaningful – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to Making Classroom Observation Meaningful include: • How do you see utilizing classroom observation as a tool for professional learning and growth? • What are the advantages of classroom observation? What are the cautions? • How might you structure the debriefing conversation and the "so what / now what" action planning?

Making Classroom Observation Meaningful

Making Classroom Observation Meaningful Slidecast

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CLASSROOM OBSERVATION AND DEBRIEFING FOR NTIP TEACHERS & MENTORS

Learning Together – Examples of Classroom Observation and Debriefing

As highlighted in the December 2011 Mentoring Moments, Classroom Observation and Debriefing represents a powerful model of personalized learning. Below are some “illustrative examples” of how the process can work, along with some ideas to consider as board NTIP teams seek to provide authentic learning experiences for both the beginning teachers and mentors they support.

Example Considerations

Beginning Teacher observes Mentor

If mentors and beginning teachers work in the same school, this model allows for both informal and formal observation and debriefing opportunities

If a mentor teaches the same students as the beginning teacher, this model can be powerful as it enables the beginning teacher to observe their own students in a different learning context

This model can be a great “leveller” as it reinforces for beginning teachers that mentors are teaching colleagues who may also be experiencing challenges in their own classrooms

Mentor observes Beginning Teacher

A beginning teacher may feel anxious about “opening up” their classroom to a mentor – underscoring both the importance of building relational trust and of emphasizing that the role of mentors is supportive and not evaluative

When debriefing, it is essential to construct non-evaluative feedback so that the beginning teacher does not feel judged

Scaling questions are a practical example of a non-evaluative tool that could be used by mentors to guide the debriefing conversation (see February 2012 Mentoring Moments)

Beginning Teacher and Mentor observe another Teacher together

By observing another teacher’s classroom together a “3rd point” is created outside of the classrooms of either the beginning teacher or mentor

This model can alleviate anxiety as the beginning teacher and mentor are working in collaboration to observe together and bring back tools and ideas they can each apply in their own contexts

Releasing the host or demonstration teacher for debriefing and action planning is a key component of this model as it provides an opportunity for reflection and growth for all participants

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Beginning Teachers & Mentors observe another Teacher accompanied by a “Guide”

In this model the guide (e.g., instructional coach / consultant) supports the visit to a demonstration classroom with a small group of beginning teachers and mentors (e.g. 4 – 6)

Having a visit guide takes “pressure” off the demonstration teacher as the guide facilitates both the focused observation and the debriefing conversations

The visit guide often brings subject or grade level expertise and (along with mentors) can assist with action planning, follow up and fostering connections to other teachers within the board who are teaching in a similar assignment

Core Elements of the Learning Experience

The following core elements are integral to ensuring the classroom observation learning experience is meaningful for all participants.

ORIENTATION • An opportunity for beginning teachers to share specific learning goals for the observation with the teacher

being observed and/or visit guide

OBSERVATION • Focused observation of teaching and learning in the actual classroom over a sustained period of time (e.g. a full

morning)

DEBRIEFING • An opportunity for beginning teachers and mentors to reflect on the classroom experience, ask questions, and

share ideas with each other and the demonstration teacher, and/or the visit guide (if applicable)

ACTION PLANNING • A structured so what / now what action planning process for applying the learning to each participants’ specific

teaching contexts

FOLLOW UP • Direct assistance for beginning teachers from mentors and/or the visit guide to support the implementation of

new ideas and strategies back in their classrooms

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Classroom Observation and Debriefing for NTP Teachers and Mentors – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to Learning Together - Examples of Classroom Observation and Debriefing include: • Thinking about your role as a mentor, which models for classroom observation and debriefing resonate with

you? Which might be most useful to the beginning teacher(s) you support? • Why do feel the de-briefing/action planning is such a critical element of any classroom observation experience? • What might be the benefits to you as a mentor from participating in classroom observation and debriefing?

Learning Together – Examples of Classroom Observation and Debriefing

Classroom Observation & Debriefing for NTIP Teachers & Mentors Strategy Harvest

Mentor Reflections – Learning from Mentoring

One of the most powerful potential outcomes of this “intentional sharing of knowledge and practice” is the learning of mentors themselves. Here are three emerging learning themes that NTIP Mentors have expressed as a result of their learning from and with beginning teachers:

Increases Reflection on Current Practice • Mentoring has opened me up to the possibility of growth and to the potential new ideas…. this has helped me

become more reflective about my own practice.

Fosters Inspirational Connections with Colleagues • Mentoring has improved my relationships with other teachers (not just new teachers). I’ve become more aware of

the value of colleagues, and more encouraged to share.

Impacts on Teaching Practice and Learning of Students • Learning about the importance of listening and coaching didn’t just help me support beginning teachers, it helped

me become a better mentor for my students!

Building Effective Mentoring Relationships Page 25

UTILIZING SCALING QUESTIONS IN DEBRIEFING CONVERSATIONS Scaling Questions at a Glance

Opportunities for beginning teachers to reflect on practice and debrief with mentors can be powerful learning for both parties. One approach to debriefing conversations is “scaling questions” adapted from the solution – focussed conversation work of Nancy McConkey. What is powerful about this tool is not only that variety of mentoring contexts within which it can be applied but also the underlying assumptions described below.

Scaling Questions Conversation Map

Attributes Based Approach A purposeful seeking out of strengths is at the heart of this idea. Often, the person you are mentoring has given their challenges considerable thought prior to speaking with you. Islands of Competence By asking about the positive things you ensure the conversation begins with a success. Even a “1” is better than a “0!” Ownership resides with the Beginning Teacher Your impression is set aside as ultimately the beginning teacher will be the one implementing the ideas in their classroom. Flexibility of Stance & Role As a skilled mentor you may choose to continue in the coaching stance or shift to consultant or collaborator, based on the needs of the person you are debriefing with.

Don’t like Numbers? For some, applying a quantitative number to an experience may not feel comfortable. If that’s the case, the initial scaling question can be simply adapted as in the example below: • Thinking about both the worst morning you’ve ever

had and the best one; how was this morning for you? • Oh..the morning was “fine” – Fine sounds better than

so so…what made it fine? • How might you bump it up to “very fine” (specific

ideas) • Continue with Coaching stance or shift to Consultant

or Collaborator based on needs

At first, scaling questions may feel a bit like following a script but over time this tool can simply be embedded into a mentor’s repertoire of learning – focussed conversation strategies.

Building Effective Mentoring Relationships Page 26

Practical Mentoring Strategies

In her book Being an Effective Mentor Kathleen Feeney Jonson shares her research about what specific strategies or actions mentors felt were most helpful to beginning teachers. The chart below aligns Jonson’s findings with our NTIP context and provides “real world” examples of how mentors can provide meaningful support.

Mentoring Strategy NTIP Mentoring Context

• Direct Assistance • School Orientation / Consultant Stance

• Demonstration Teaching • Observation / Debrief / Action Plan

• Observation & Conferencing • Scaling Questions / Coaching Stance

• Informal Contact • Building Trust & Rapport / Listening

• Collaboratively Assessing Student Work • Moderated Marking / Collaborative Stance

• Role Modeling • Interaction with Colleagues / Students

• Assistance with Professional Growth Plan • Individual NTIP Strategy Form

Using Scaling Questions – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to Scaling Questions include: • Thinking about the underlying assumptions of Scaling Questions why might they be a useful tool for learning

focused feedback conversations? • In what contexts might you consider using scaling questions? • What concerns or cautions do you have about this learning focused conversation tool? If you've had the opportunity to apply Scaling Questions, here are additional questions for reflection and dialogue: • What number did the person you spoke with give themselves when you opened the conversation with the

scaling question? • Were you surprised by their self-assessment? Why or Why not? • As a mentor, is your opinion of the person’s self-assessment relevant? Why or Why not? • When you asked the “bump up” question (i.e. how they might make the next day / time better) what insights

did the people with whom you were speaking have about their own next steps? • As the conversation progressed which stance did you find yourself spending the most time in? Why do you

think that was? • What cues were you taking from the person you were speaking with that informed how the conversation

progressed beyond the initial scaling question? • What did you learn from the conversation? • How did asking the scaling question feel? (for you personally and for the person you spoke with)

How do other mentoring strategies and approaches align with Scaling questions?

Building Effective Mentoring Relationships Page 27

The video below is part of an OISE/TDSB project to support the mentoring of Associate Teachers entitled Authentic Voices from the Field: Associate Teachers Talk about Effective Feedback. The full project can be accessed at: http://www.oise.utoronto.ca/supo/Schools/Authentic_Conversations/index.html

USING SCALING QUESTIONS: REFLECTIONS FROM ASSOCIATE TEACHERS AND TEACHER CANDIDATES

Associate Teacher and Teacher Candidate Reflections (2 min 49 seconds)

Utilizing Scaling Questions

Practical Tools for Mentors Slidecast

Building Effective Mentoring Relationships Page 28

Orientation

Beginning Practice

Examination of Practice

Experimentation & Application

Embedded Practice

Intentional Sharing of Knowledge & Practice

NTIP Teachers

& Mentors

USING APPRECIATIVE INQUIRY AS A TOOL FOR REFLECTION AND GROWTH

Appreciative Inquiry at a Glance

As the end of the school year quickly approaches, many school districts gather their mentors and NTIP teachers together to reflect upon their learning as well as celebrate their collaboration.

Appreciative Inquiry (AI) is an “attributes-based” approach that can be used to facilitate reflective conversations either during the types of formal professional learning sessions described above or as part of the ongoing dialogue between beginning teachers and their mentors. At the core of AI is the belief that all participants come to mentoring relationships possessing many strengths and that by building on these assets, the answers to the issues and challenges they face can be collaboratively constructed. Appreciative Inquiry provides a framework for the intentional

sharing of knowledge and practice. This thinking is why AI always begins with an examination of what is working well in current practice (themes of success). Many of these themes can then be applied as actual strategies to collaboratively address specific challenges and issues.

Appreciative Inquiry Conversation Map

Below you’ll find some practical ideas for using AI. The Appreciative Inquiry Commons is a great place to explore the concept of AI in greater depth: http://appreciativeinquiry.case.edu

Big Idea Considerations

Before the Conversation: Power of Listening

• At its core, listening shows we care. It is a powerful tool for establishing and building the relational trust essential for any mentoring relationship

• Reviewing the elements of listening sets the context for Appreciative Inquiry conversations and promotes an open, non-evaluative atmosphere conducive to meaningful sharing of thoughts and ideas

• A succinct overview of the elements of listening can be found in the October 2011 Mentoring Moments

Building Effective Mentoring Relationships Page 29

Big Idea Considerations

Beginning the Conversation: Themes of Success

What’s already working well? As you think about your commitment to making a difference for students, tell a story about the best experience you have had so far in your work this year?

Without being humble, what skills, values, and attitudes do you bring to your work that contributes to your ability to support and mentor others?

• Often in our practice we can focus on what is not working

–creating time for paired conversations about what is working well can help bring to the fore the strengths and attributes of both NTIP teachers and mentors and the successes they’ve experienced in the school year

• Following this segment of the conversation, participants may note common threads or themes that ran through their stories of success

• Some of these “themes of success” may actually provide useful strategies for the challenges and issues participants encounter

Continuing the Conversation: Issues and Challenges

What’s not working so well? What issues you are encountering?

Looking ahead what are the “wishes” you have for your role?

• Acknowledging the “real world” challenges both NTIP

teachers and mentors encounter in their work brings authenticity to the AI process

• As the listener in the conversation, it is important for mentors to remember their role is non-evaluative and supportive

Concluding the Conversation: Practical Ideas and Next Steps

Collaborative Strategy Harvest of Ideas What specific ideas / strategies / resources are you considering to address the issue or concerns expressed?

So What / Now What – share an individual action plan of possible next steps (next day / next week / next month)

• Often when someone expresses a challenge they have

already given the issue a great deal of prior thought • For mentors, awareness of flexibility of stance and role is

critical at this point of the process • Based on what they are hearing, mentors may decide to:

Consult (offer support and resources) Collaborate (create challenge and encourage growth) Coach (facilitate professional vision)

• For practical ideas of what the 3 Cs could look like in action, see the October 2012 Mentoring Moments

Using Appreciative Inquiry as a Tool for Reflection and Growth – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to Using Appreciative Inquiry as a Tool for Reflection and Growth include: • Why do you feel that listening is such a critical component of the Appreciative Inquiry process? • Could the "attributes based approach" that underlies Appreciative Inquiry be applied in other contexts? (e.g.,

with students, working with colleagues etc...) If so, how might this look?

Using Appreciative Inquiry

Building Effective Mentoring Relationships Page 30

TEACHER LEADERSHIP

NTIP as Part of a Continuum of Professional Learning and Growth

The intentional sharing of knowledge and practice is a key aspect of the New Teacher Induction Program. Within NTIP, powerful learning designs such as mentorship and demonstration classrooms serve as vehicles to “de-privatize” classroom practice and build meaningful communities of collaboration focused on the “real world” of teaching and learning. A potentially powerful legacy of NTIP is the development of what Art Costa describes as “habits of mind” which include thinking interdependently and being open to learning continuously as they become the mentors for our next generation of new hires as well as mentors of the students they teach.

“Small l” Teacher Leadership

In his book Reframing Teacher Leadership to Improve your School Douglas Reeves documents the profound influence of teacher leadership upon school culture, and both teacher and student learning. While some teachers pursue traditional formal leadership (e.g., becoming a Principal) many more teachers, both beginning and experienced, are engaged in what could be termed “small l” leadership within their classrooms, schools, or districts and/or online.

Examples of “small l” leadership include but are not limited to:

• Refining classroom practice and sharing knowledge and practice with colleagues (both formally and informally)

• Mentoring teacher candidates, beginning teachers or other colleagues • Providing teacher leadership within a school (e.g., chair of a grade or subject team) • Participating in networked learning via communities of practice (these communities can be face to face or

online or both)

Building Effective Mentoring Relationships Page 31

Teacher Learning and Leadership Program (TLLP)

A powerful example of teacher leadership in action for experienced teachers is the Teacher Learning and Leadership Program (TLLP). The TLLP funds proposals from classroom teachers who seek a peer leadership role in curriculum, instructional practice or supporting other teachers. The three goals of the program are to: • Create and support opportunities for teacher professional learning • Foster teacher leadership • Facilitate the sharing of exemplary practices with others for the

broader benefit of Ontario's students Looking for more information about TLLP?

Visit the Ministry’s site at: http://www.edu.gov.on.ca/eng/teacher/tllp.html for an overview, specific program timelines and to view an archive of TLLP projects from previous years.

Teacher Leadership – Mentoring Toolkit of Ideas and Resources to Support Implementation

Possible response or sharing activities related to Teacher Leadership include: • What does teacher leadership mean to me? • What other examples of teacher leadership are there in addition to those cited in the resource material(s)? • How do my embedded beliefs about mentoring connect with teacher leadership?

Teacher Leadership

Teacher Leadership Slidecast

TLLP Sharing and Discussion

Provincial Knowledge Exchange (PKE)

Building Effective Mentoring Relationships Page 32

PRACTICAL MONTHLY IDEAS FOR MENTORS

NTIP Resource Handbooks for Mentors

The month by month chart of practical ideas found in this month’s issue is adapted from the “Personal Planner” section of the NTIP Resource Handbook for Mentors. This handbook provides examples of best practices to support the implementation of the Induction Elements of the NTIP and can be accessed at: http://www.edu.gov.on.ca/eng/teacher/resourcehandbooks.html The intention of the monthly planner is not to act as a checklist but rather as a useful starting point for Mentors as they consider the types of activities they engage in with beginning teachers. Mentors are encouraged to adapt the ideas below to best meet the needs of the beginning teachers they are supporting!

Monthly Ideas for Mentors

SEPTEMBER Establishing trust and rapport is essential for the development of any mentor/new teacher relationship

Consultant Reassuring a new teacher that your role is supportive NOT evaluative will increase the

feeling of comfort you both feel as you enter into the mentoring relationship

Collaborator Collaborating with a new teacher as they prepare for open house may help alleviate

anxiety of meeting parents for the first time

Coach Asking a new teacher about their prior experiences, personal strengths and goals is a

positive way to acknowledge the attributes they bring to the teaching profession

OCTOBER Opportunities for a new teacher to engage in classroom observation of an experienced teacher with a similar assignment can provide a powerful opportunity for reflection and growth

Consultant Sharing specific examples of assessment and evaluation tools and strategies can provide

useful starting points for a new teacher

Collaborator Acknowledging that you as a mentor also have questions and concerns can be encouraging

for a new teacher who may be feeling insecure about classroom issues

Coach Providing non-evaluative feedback and engaging in learning focused conversations will assist

a new teacher in their own reflective practice and growth

Building Effective Mentoring Relationships Page 33

Monthly Ideas for Mentors (cont…)

NOVEMBER Simply being an attentive listener is one of the most effective ways to mentor and support a new teacher

Consultant Sharing practical resources (e.g., sample report comments) can help "lighten the load" of

report cards

Collaborator Co-developing strategies and approaches to address any gaps between planning and actual

progress in the classroom will encourage further professional growth

Coach Assisting a new teacher in identifying positive aspects of classroom experiences and

student accomplishments can be an avenue for growth and renewal

DECEMBER Effective mentors actively seek to move beyond consulting and look for collaboration and coaching opportunities based on the needs of the new teacher(s) with whom they are working

Consultant Encouraging a new teacher to "have a holiday" helps model the work/life balance for which

we all strive

Collaborator Co-developing instructional strategies and approaches to meet the diverse learning needs

and learning styles in the classroom can provide rich opportunities for reflection on current classroom practices and planning for further growth

Coach Paraphrasing is a coaching tool that can assist a new teacher in clarifying their thoughts and

understandings as they reflect on their first months in the classroom and begin planning for the balance of the school year

JANUARY Mentoring relationships that flourish are reciprocal – both parties learn and grow

Consultant Emphasizing the importance of planning can be a major component of success as a

beginning teacher anticipates instructional goals for the balance of the year

Collaborator Reflecting collaboratively on the lessons learned in the fall term can provide valuable

insights

Coach Revisiting personal and instructional goals can assist beginning teachers in their self-

assessment of their personal and professional growth to date

FEBRUARY Effective mentors differentiate their stance and role based on the needs of the beginning teachers they are supporting

Consultant Highlighting specific strategies and tips for assisting students provides valuable scaffolding

and support

Collaborator Co-developing and adapting assessment strategies helps to ensure the needs of all learners

are met in the classroom

Coach Reflecting on “themes of success” can provide a feeling of renewal and rejuvenation for a

new teacher who may be encountering challenges in their classroom

Building Effective Mentoring Relationships Page 34

Monthly Ideas for Mentors (cont…)

MARCH Mentoring helps bring to consciousness what we are doing and why we are doing it

Consultant Revisiting the importance of work/life balance can encourage beginning teachers to rest

and reflect over the Spring break

Collaborator Brainstorming ideas to enhance parental involvement can benefit both beginning teachers

and their mentors

Coach Inquiring about specific instructional objectives for the balance of the year can help bring

into focus for a beginning teacher what is truly important in their classroom

APRIL A key goal of the mentoring process is to foster autonomy and confidence

Consultant Commenting positively about an area of growth can provide a sense of acknowledgement

and accomplishment

Collaborator Working together on a lesson or unit of study models the reciprocal nature of the

mentoring relationship

Coach Asking a beginning teacher about the options or choices they have as they describe a

concern or problem encourages self-directed thinking and independence

MAY The intentional sharing of knowledge and practice is an integral part of an effective mentoring relationship

Consultant Sharing knowledge about school/board vacancy and surplus procedures will help alleviate

potential concerns a beginning teacher may have at this time of year

Collaborator Co-designing culminating activities can provide a rich learning opportunity for both the

mentors and beginning teachers

Coach Engaging in a reflecting conversation about remaining challenges with a beginning teacher

can assist in maintaining focus as the school year nears its close

JUNE Mentoring provides a remarkable opportunity to re-connect with what we truly think is important about teaching and learning

Consultant Sharing tips about year-end procedures and routines ensures a smooth transition into

Summer

Collaborator Celebrating the end of the school year is an important acknowledgement of the personal

and professional growth experienced by both parties in the mentoring relationship

Coach Inquiring about future goals can assist a beginning teacher in a self-assessment of their

professional learning needs A wide array of additional resources for NTIP Mentors can be accessed on the Mentoring Moments Ning at: http://mentoringmoments.ning.com/group/mentoring-mentors

Building Effective Mentoring Relationships Page 35

EMERGING NTIP LEARNING THEMES

Tools for Learning about NTIP

The chart below illustrates how the Teaching Policy and Standards Branch (TPSB) works in collaboration with external researchers and board NTIP teams to gather both qualitative and quantitative data regarding NTIP using a variety of tools. The NTIP Survey Tool is in grey as unlike the other data collection tools, board participation is optional.

NTIP Data Collection Tools and What they Measure

NTIP Board Visits (15 Boards per year)

NTIP Reflections from the

Classroom Longitudinal

Research (CFA)

NTIP Board Plans / Reports

University of Ottawa

Research (2007 – 2012)

Optional NTIP Survey

Tool for Boards

Scope of NTIP * * *

Models of Mentoring

* * * *

Mentoring Activities

* * *

NTIP Learning Designs

* * * * *

NTIP Financial Data

*

Outcomes of NTIP (Logic Model Goals)

* * * * *

This month’s “special 3 page edition” of Mentoring Moments reflects what we have learned to date about what makes a difference for our new teachers in the NTIP. By triangulating data and research from a variety of sources, our shared goal is to measure the impact of NTIP in order to directly inform program design and to best meet the learning needs of beginning teachers and ultimately their students.

Making NTIP Meaningful – Personalization of Learning

So what have we learned so far from beginning teachers, mentors, principals and board NTIP teams? In a nutshell, that opportunities for new teachers to personalize their learning is a critical component of a successful NTIP. Providing voice and choice in learning can help a beginning teacher view NTIP as something they can collaboratively construct as opposed to something that is “done” to them. The big ideas on the next two pages illustrate how the agenda for learning within NTIP can be owned by the learner and reflective of their authentic learning needs.

Building Effective Mentoring Relationships Page 36

Emerging Learning Themes for Personalization at a Glance Multiple Models of Mentoring

NTIP Board Visits (2012 & 2013) • When asked how could NTIP be even more meaningful

access to multiple mentors was cited as a “top 3” priority in almost every board focus group to date (n = 30 boards)

NTIP Reflections from the Classroom Longitudinal Research (CFA) – Year 1 • Access to multiple mentors reported by beginning teachers

as one of the key factors contributing to improvement relative to the 4 key goals of NTIP (confidence, efficacy, instructional practice, commitment to ongoing professional learning)

So What / Now What Ideas School – based mentoring could include:

o Broker Mentor o One to One Mentor Matching o Group Mentoring o Informal Mentoring

Multiple mentors outside of school could include:

o Demonstration Classroom teachers o Ongoing communities of practice with

both new and experienced colleagues teaching a similar grade or assignment (both face to face and online)

Menu of Learning Designs

NTIP Board Visits (2012 & 2013) • Choice from a “menu” of learning options was cited as a

“top 3” priority in almost every board focus group NTIP Reflections from the Classroom Longitudinal Research (CFA) – Year 1 • Choice of learning opportunities reported by beginning

teachers as one of the key factors contributing to improvement relative to the 4 key goals of NTIP

• Almost half of “new” NTIP teachers in study had 2-4 years of Ontario experience, and a quarter had 5 or more years

• New teachers may benefit more from certain types of NTIP supports based on their years of prior teaching experience

University of Ottawa NTIP Research (2007–2012) • Differentiation of beginning teacher orientation and

professional learning opportunities cited as one of the key final report recommendations

So What / Now What Ideas Example “servings” from a learning menu could include: • Flexible use of a number of joint release days to

support learning and collaboration between beginning teachers and mentors:

o Classroom Observation & Debriefing o Demonstration Classroom Learning o Co-planning / Co-teaching o Collaboratively Assessing Student

Work o Networked learning within or beyond

the school site o Choice from a variety of professional

learning sessions • Ability to use joint release days with more than

one mentor (as per above)

Building Effective Mentoring Relationships Page 37

Mentoring for Mentors

NTIP Board Visits (2012 & 2013) • “Mentoring relationships that flourish are reciprocal – both

parties learn and grow” – this sentiment cited as tremendous source of personal and professional satisfaction by mentors in every board visited to date

• Ongoing support and professional learning opportunities for Mentors cited as a need in a majority of board focus groups

University of Ottawa NTIP Research (2007–2012) • Mentoring component of NTIP consistently reported by

beginning teachers as having the greatest impact on their professional growth

• Increased support and professional learning opportunities for mentors noted as one of the key final report recommendations

So What / Now What Ideas Examples of mentoring for mentors could include: • Facilitated communities of practice for mentors

to collaborate with each other and explore and refine their craft

• Beyond orientation to role sessions, specific areas of focus for mentor learning:

o Goal Setting Conversations o Powerful Mentoring Designs o Making Classroom Observation

Meaningful o Utilizing Scaling Questions to Debrief o Appreciative Inquiry as a tool for

reflection • Sharing of monthly Mentoring Moments and

Mentoring NING resources at: http://mentoringmoments.ning.com

Continuing the Learning about NTIP

Optional NTIP Survey Tool for Boards An electronic copy of the survey templates for NTIP teachers, mentors, principals along with a companion guide can be downloaded at: http://mentoringmoments.ning.com/profiles/blogs/may2013mentoring-moments. The intent of the survey templates are to provide interested boards with a practical tool that they can use and adapt to help measure the impact of NTIP in their district. We encourage boards to customize their surveys to suit local program designs and needs. NTIP Reflections from the Classroom Longitudinal Research (CFA) – Year 1 Highlights Report This 5 page report provides a concise and “reader friendly” summary of the findings from the first year surveys and focus groups conducted by CFA. An electronic copy of the report will be e-mailed directly to each board NTIP team and can also be downloaded directly from the link below: http://mentoringmoments.ning.com/group/mentoring-mentors/page/module2. We invite boards to share how they are implementing the learning themes highlighted in this month’s “Mentoring Moments” on our Ning at: http://mentoringmoments.ning.com and look forward to continuing our collaboration and learning in the 2013 – 2014 school year.

Building Effective Mentoring Relationships Page 38

About the Teacher Development ebook Series

Building Effective Mentoring Relationships is the second in a series of ebooks to be published by the Teaching Policy and Standards Branch (TPSB). Each ebook is aligned to the Continuum of Teacher Development illustrated in the diagram below and will be available for download at: http://mentoringmoments.ning.com/group/ebooks

Continuum of Teacher Development

Continuing the Conversation Mentoring Moments is an online community of practice for educators across Ontario supporting teacher professional development (NTIP / TLLP / ALP & TPA). Join us to continue the learning at: http://mentoringmomentsning.com