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Mentor Readiness SelfMentor Readiness Self--AssessmentAssessmentHandout A
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Mentoring Essentials: Mentoring for Student Learning
Presenter’s Name, TitleemailDatePassword: wiaaguest123
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CreditsCreditsThis training is available through a grant from the Wisconsin Department of Instruction. It is the collaborative work of:
Nancy Berklund, CESA [email protected]@cesa10.k12.wi.us
Julee Dredske, CESA 5Mentor Project [email protected]
Trish Graves, CESA [email protected]
Jesse Harness, CSN PRMG Coordinatorg@[email protected]
Claire Wick, CESA [email protected]
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Works CitedWorks CitedBarlin, D. “Better Mentoring, Better Teachers: Three Factors That Help Ensure Successful Programs”. EducationWeek23 Mar.
2010. http://www.edweek.org/archive/ew/articles/2010/03/23/27barlin.html
Danielson, Charlotte. The Framework for Teaching Evaluation Instrument, 2013 Edition: The Newest Rubric Enhancing the Links to the Common Core State Standards, with Clarity of Language for Ease of Use and Scoring. The Danielson Group, 2013.
Davis, Barbara and Gless, Janet. Foundations in Mentoring. Santa Cruz, CA: New Teacher Center at the University of C lif i S C 2001California, Santa Cruz, 2001.
Freedom Writers. Dir. Richard LaGravenese. Paramount Home Entertainment, 2007. DVD
Kirabo Jackson, C. and Bruegmann , Elias. “Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers.” American Economic Journal: Applied Economics, 2009, vol. 1, issue 4, pages 85-108
Leigh, A. . Estimating teacher effectiveness from two-year changes in students’ test scores. Economics of Education Review, 29, 2010: 480-488.
Measures of Effective Teaching. MET Project. Bill & Melinda Gates Foundation, Jan. 2013. Web. 31 May 2013.
Mentoring Conversations. Santa Cruz, CA: New Teacher Center, 2013. DVD.
Sargent, Judy and Wick, Claire. Effective Mentoring: A Year of Educator Guidance, Mentor Handbook. Green Bay, WI: CESA 7 20057, 2005.
Shulman, Judith H. and Colbert, Joel A. The Mentor Teacher Casebook. San Francisco: Far West Laboratory for Educational Research and Development [now WestEd], 1987.
Strategic Data Project, Center for Education Policy Research at Harvard University. “ Learning About Teacher Effectiveness: The SDP Human Capital Diagnostic.” February, 2011. www.gse.harvard.edu/~pfpie/pdf/FCS_HK_Brief.pdf
Stronge. James H., Ph.D. Teacher Performance Evaluation System , Research Synthesis of CESA 6 Teacher Evaluation Standards. www.cesa6.org/.../CESA6-Research-Base-for-Teacher-Standards.pdf , May 2012.
Wisconsin Department of Public Instruction. Wisconsin's Guiding Principles for Teaching and Learning, 2012.
Wisconsin Legislature: PI 34.01(34)." Wisconsin Legislature: PI 34.01(34). Web. 15 Mar. 2013.4
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Agenda Agenda
Welcome/Introductions/Norms
Research & Requirements for Learning-Focused Research & Requirements for Learning Focused Mentoring
Vision for Effective Educators
Initial Educator Needs & Mentor Roles
Building a Professional Relationship
Collaborative Conversations
Reflection Practices & the PDP
Closure
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Clock PartnersClock PartnersHandout B
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Full participation Share experiences for the benefit of all
NormsNorms
Share experiences for the benefit of all Reconvene to whole group when signaled Take care of your needs
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Professional Learning OutcomesProfessional Learning Outcomes
Develop the foundations to create f i l th i t f professional growth environments for
developing and retaining effective educators
Recognize and practice the attitudes, behaviors, and skills of effective mentors & hi i lt f l i& coaching in a culture of learning
Become confident in the use of various tools that support an integrated system of support for initial educators
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Our beliefsOur beliefs
This professional learning is intended to meet the state legislative PI 34 requirements stating the state legislative PI 34 requirements stating all initial educators must be provided with a “trained” mentor who is a licensed educator. When implemented with fidelity, this professional learning represents the corerequirements to assist mentors in providing requirements to assist mentors in providing support for initial educators that focuses on student learning. Ongoing mentor support is recommended.
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"Mentor" means an educator who is trained to provide support and assistance to initial d d h ll h h educators and who will have input into the
confidential formative assessment of the initial educator and who is not to be considered as part of the formal employment evaluation process.p y p
11Wisconsin Legislature: PI 34.01(34).
FrameworkFramework
Effective Educators
Mentoring Tools
Big Ideas
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Mentoring Essentials : Mentoring Essentials : The Six Big IdeasThe Six Big Ideas
1. A period of induction is important for all initial educators.
2. A common vision is important to define effective educator practices.
Handout - C
3. Initial educator’s attitudes and professional practice are dynamic; effective mentors align their support to educator needs.
4. The professional relationship between the initial educator and the mentor is critical to the success of the induction program.
5. Effective mentoring includes crucial conversations about improving professional practice.
6. Mentors help initial educators reflect and develop professional goals.
BIG IDEA #1:BIG IDEA #1:BIG IDEA #1:BIG IDEA #1:
A period of induction is important A period of induction is important for all initial educators.for all initial educators.
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What are the needs of this beginning teacher? What
3:00 Partner
support could the mentor provide?
What were your needs as an initial educator?educator?
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Why mentoring?Why mentoring?
“Many urban districts lose half their new teachers within their first five years of teachers within their first five years of teaching. High attrition rates among new teachers may lower student achievement if it is the most effective teachers who leave and teachers improve most during their first years in the classroom.”y
Learning About Teacher Effectiveness: The SDP Human Capital Diagnostic, http://www.gse.harvard.edu
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Which factor had the largest Which factor had the largest effect on student achievement?effect on student achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
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The Teacher?
Stronge. James H., Ph.D., May 2012.
Effect on student achievementEffect on student achievement
Mixed Ability Grouping 4
Class Size 3
Prior Achievement 2
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The Teacher 1
Stronge. James H., Ph.D., May 2012.
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Annual Student Achievement GainsAnnual Student Achievement Gains
3035
ain
05
1015202530
Class Size Reduction: 24:1 to 15:1
Teacher Quality Improvement: 75 vs. 25
%tile
Per
cen
tile
Ga
%tile
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Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top
Time in the School Year NeededTime in the School Year Neededto Achieve the Same Amount of Learningto Achieve the Same Amount of Learning
0 1/4 1/2 3/4 1
25th Percentile Teacher
75th Percentile Teacher
Leigh, Economics of Education Review (2010)
Years Needed for Student Learning
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Time in the School Year NeededTime in the School Year Neededto Achieve the Same Amount of Learningto Achieve the Same Amount of Learning
0 1/4 1/2 3/4 1
10th Percentile Teacher
90th Percentile Teacher
Leigh, Economics of Education Review (2010)
Years Needed for Student Learning
Effective Mentoring Effective Mentoring Effective Teaching Effective Teaching
“We know that great teaching matters g gmore than anything else within a school. More than class size. More than school funding. More than technology.”
MET Project, http://www.metproject.org
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Effective Educators: Spillover EffectEffective Educators: Spillover Effect
Highly-able teachers (mentors) can impact the achievement in surrounding teachers’ classes who are working with the highly effective teacher. Student achievement goes up as much as 10-20% of the amount that would be
23Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
occurring in that effective teacher’s class.
“When mentoring programs thrive, schools systems are also more likely to develop a comprehensive vision for
i d i i i l assessing and supporting instructional excellence . . . More important, they have a much greater chance of transforming their schools into vibrant learning communities capable of helping all teachers, and all students, succeed.” (Barlin)
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Dara Barlin ,Ellen Moir, Janet Gless, and Jan Miles, of New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness (Harvard Education Press, 2009).
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Mentor teachers accelerate the Mentor teachers accelerate the effectiveness of initial educatorseffectiveness of initial educators
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Handout D
Wisconsin PI 34 Components Wisconsin PI 34 Components
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BIG IDEA #2:BIG IDEA #2:
A common vision is important to define effective educator practices.
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Standards, Standards, StandardsStandards, Standards, StandardsTopic WisconsinTeacher
Standards(License Renewal)
InTASC(Educator
Effectiveness)
Handout E
Content Knowledge 1 4 & 5
Learner Development 2 1
Differentiation 3 2
Strategies 4 8
Classroom Mgmt. 5 3
Communication 6 10
Use the SMART
Lesson planning 7 7
Assessment 8 6
Reflective 9 9
Connected 10 9 & 10
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Wisconsin’s Guiding Principles for Wisconsin’s Guiding Principles for Teaching and Learning Teaching and Learning Every student has the right to learn. Instruction must be rigorous and relevant. Purposeful assessment drives instruction
and affects learning. Learning is a collaborative responsibility.
St d t b i t th d i Students bring strengths and experiences to learning.
Responsive environments engage learners.
29 "Wisconsin Standards." Wisconsin's Guiding Principles for Teaching and Learning. Web. 15 Mar. 2013.
A Vision for Effective EducatorsA Vision for Effective Educators
If you were to walk into a classroom (or be fl h ll) h i h a fly on the wall), what might you see or
hear from the students or the teacher that would cause you to think that you were in the presence of an expert professional?
What would make you think: “If I had a child this age, this is the class I would hope for.”
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Planning & Preparation•Content & Pedagogy•Knows Students
The Classroom Environment•Environment •Culture for Learning
Our Vision for Effective EducatorsOur Vision for Effective Educators
ows Stu e ts•Instructional Goals•Resources•Coherent Instruction•Assessment
Instruction
Cu tu e o ea g•Classroom Procedures•Student Behavior•Organization
Professional ResponsibilitiesR fl
Instruction•Communication•Questions and Discusses•Engages Students •Provides Feedback to Students•Flexibility and Responsiveness
•Reflects•Maintains Accurate Records•Communicates with Families•Contributes to the School and District•Grows and Develops Professionally•Shows Professionalism
Danielson Framework, 2011
Your most memorable teacherYour most memorable teacher
Shutterstock.com32
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BIG IDEA #3:BIG IDEA #3:
Initial educator’s attitudes and
professional practice are dynamic;
effective mentors align their support to
educator needs.
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Handout F
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Activity: Phases of Initial EducatorActivity: Phases of Initial Educator
Read the assigned phase. With your group create a symbolic With your group, create a symbolic
representation of your phase. Use flip chart paper to record. Identify initial educator needs associated
with your assigned phase and determine t t i t t t strategies a mentor can use to support a
teacher with this need.
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Phases of Initial Educator DevelopmentPhases of Initial Educator Development
Phase: __________________
Visual Representation
Initial Educator Needs Mentor Support Strategies
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345. . .
345…
Activity adapted from Foundations in Mentoring, New Teacher Project, Santa Cruz, CA
Calendar of SupportCalendar of Support Handout G
Month Activities Standard Emphasis
August Orientation, Schedules, Introductions to Staff, Curriculum guides, Access to resources
10-Teachers are connected with other teachers and the community.
September Parent communication,Assessment, Discipline Policies, Lesson Planning, RtI/Special Education procedures
5-Teachers know how to manage a classroom.
November Conferences, Grading, Professional Development, Standardized Testing
8-Teachers know how to test for student progress.
January Instructional Strategies,Assessment 4-Teachers know how
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to teach.
March Differentiation, Connecting Instruction to Assessment
7-Teachers are able to plan different kinds of lessons.
May Reflection on successes, PDP process 9-Teachers are able to evaluate themselves.
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Mentoring RolesMentoring Roles
Teacher Expert
Role Model
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Coach
BIG IDEA #4:BIG IDEA #4:
The professional relationship between the initial educator and the mentor is critical to the success of the induction program. p g
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Building a Trusting RelationshipBuilding a Trusting Relationship
The fundamental success of every mentor is the professional relationship he/she builds with the initial educator.
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Handout HNEVER GOT A CHANCEI had an occasion to mentor, or try to mentor, Gayle, a brand new teacher with the Los Angeles Unified
School District. Gayle’s previous experiences had been as a Deputy Sheriff in Los Angeles and as a
teacher with preschool children. Gayle joined our staff in September as a sixth‐grade teacher. She
appeared very confident. She said that she neither wanted nor needed help in setting up her classroom
or in developing curriculum units because of her previous experience.
As soon as I became aware that I would be Gayle’s mentor teacher, I introduced myself as a friend and
mentor and stated that I would like to observe her to see if there might be something I could do to help
her get started. Gayle stated right away that there was nothing I could do.
About two weeks later my attention again focused on Gayle when she asked a question at a faculty
meeting, “What does ELL mean?” Gayle also told about new techniques she was using in her class. The
techniques were well tried for a thousand years. Therefore, after the meeting, I was very anxious to see
her. I insisted on seeing her. I stated that I would like to see some of the wonderful things she had
mentioned. Gayle firmly stated that she did not want a visit at that time because of a play they were
working on and because of time conflicts.
I scheduled to see her anyway. She was absent that day, so I did not see her. Because of my schedule at
other schools, I did not see her again until my principal asked if I would give her some help with her
room environment and bulletin boards. I happily agreed. My principal mentioned that it was not going
to be easy and said, “It’s like walking on eggshells.”
I again conferenced with Gayle in the cafeteria about visiting her room. She was very rude at this point.
Unfortunately, I never saw Gayle in her classroom, even though I used a variety of foot‐in‐the‐door
techniques. q
At our monthly mentor meeting, a new mentor teacher had been added to our school, and Gayle was
put on her roster. At my last conference with Gayle’s new mentor teacher, she told me that she was
having the same problem that I had had with Gayle. “Can I see you?” “No, you cannot!”
From: The Mentor Teacher Casebook, edited by Judith H. Shulman and Joel A. Colbert, Far West Laboratory and
ERIC Clearinghouse, November, 1987
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Case StudyCase Study
Read “Never Got a Chance”Wh i f d i h i
6:00 Partner
What interfered with a trusting relationship?
What could have been done differently?
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Case Study AnalysisCase Study Analysis
What interfered with trust building?
What could have been done differently?
Handout I
differently?
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eedb
ack
ialit
y
tion
uage
rt
judg
men
tal f
e
Trus
t
Con
fiden
t i
Com
mun
icat
Body
Lan
gu
Supp
or
Pillars of MentorPillars of Mentor--Mentee RelationshipsMentee Relationships
Non
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BIG IDEA #5:BIG IDEA #5:
Effective mentoring includes conversations about improving professional practice.
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Mentoring ConversationsMentoring Conversations
ParaphrasingCl if i Clarifying
Questioning for Reflection Teachable moments Open suggestions
N j d t l Non-judgmental responses
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Han
do
ut
JF
ound
atio
ns in
Men
torin
g
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Vignette ActivityVignette Activity
Step 1: With a partner, select a vignette. O h l f h
Handout K
9:00 Partner
One partner assumes the role of the mentor and the other the role of the initial educator. Practice using mentor language in your conversation with initial educator. Self assess with your partner on the use of
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mentoring language. Step 2: Switch roles and repeat step 1.
Classroom ObservationClassroom Observation
Mentors should provide non judgmental feedback to initial educators from feedback to initial educators from classroom observations.
What is evidence (see or hear)? What is opinion (your judgment)? What is opinion (your judgment)?
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Nature of EvidenceNature of Evidence-- ObservationsObservations
“Evidence” is based on what occurred or is factual
Handout M
is factual◦ Teacher/Student Actions and Behaviors seen
in observations
Is this evidence or opinion?◦ “New table arrangement encourages
concentration and controlled interaction with neighbor.”
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Evidence Carousel ActivityEvidence Carousel Activity Identify whether information is evidence
or opinion – marking E or Oor opinion marking E or O Move to the next chart/statement◦ Decide if you agree/disagree with the first
group’s determination◦ If the statement is an Opinion, rewrite as a
piece of evidencepiece of evidence
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Mentoring ConversationsMentoring Conversations
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Seven mentor conversations in New York City public schools, including five different mentors and five first-year beginning teachers. A number of the mentor conversations are connected to an actual classroom lesson observed by the mentor.
Handout L
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Modeling Mentoring: Video AnalysisModeling Mentoring: Video Analysis
Group A: What mentor language did you hear in the video?hear in the video?
Group B: What evidence of trust did you observe in the video?
Group C: Use the Mentoring Conversation Log to document the gconversation
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Experiencing Too Much Negative Feedback?
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BIG IDEA #6:BIG IDEA #6:
Mentors help beginning teachers reflect and develop professional goals.
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Photo by Julee Dredske, Winchester, Wisconsin
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Interactive Journal OptionInteractive Journal Option
A tool for building trust, reflection, and support
12:00 Partner
support. Time to reflect on our practice; assist the
mentee in determining which teaching standard is the “heart” of the reflection
BOTH mentor and mentee write to collaborate sharing of concerns and ideas.
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PDP Goal SettingPDP Goal Setting
Mentees will need to reflect throughout the first year on what goals they would the first year on what goals they would like to establish for the next two-four years.
Mentors should guide mentees with this process.
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Handout N
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Tools for Writing the PDPTools for Writing the PDP
Initial Educator ToolkitEducator Licensing PDPEducator Licensing PDP
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Components of the PDPComponents of the PDP
Part A: Description of School and Teaching Si iSituation
Part B: Description of the Goals/Standards to be addressed
Part C: Rationale for the Goal Part D: Plan for Assessment/Documentation of
Achieving the Goal Part E: Plan to Meet the Goal
IE’s submit to Review Team for Goal Approval
Handout O
6464
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PDP Review TeamPDP Review Team
Initial Educators: A peer of the same subject or at the same level
who is not the mentor and who is selected by teacher peers
An administrator designated by the district administrator and subject to approval by the school boardschool board
A higher education representative
Review and Verification of the PDP Review and Verification of the PDP for Initial Educatorsfor Initial Educators
Year 1: S lf fl ti
See timeline inPDP toolkit
(Appendix A)Year 1: Self-reflection
Years 1-2: Complete PDP plan (A-E) to the PDP team for goal approval by Jan. 1 of year 2.
Years 2-4: Document your annual review. (Submit goal changes to PDP team by April 1st.)
Year 5: Submit completed PDP with documentationYear 5: Submit completed PDP, with documentation, to the PDT for verification and license renewal between Jan. 15 and April 1. Electronic submission of PDP verification & application form to DPI by June 1.
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Reflection
How will you benefit from your role as a mentor?What additional resources/support do you need?
Photo by Julee Dredske, Winchester, Wisconsin
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Please share your feedback
Thank you!
