Instructional Mentoring: Skills for Teacher Leaders Division of Instruction Howard County Public Schools.

  • Published on

  • View

  • Download

Embed Size (px)


<ul><li> Slide 1 </li> <li> Instructional Mentoring: Skills for Teacher Leaders Division of Instruction Howard County Public Schools </li> <li> Slide 2 </li> <li> Mentoring is the process by which individuals share their experience, knowledge, and skills with a protg to promote their personal and professional growth. Mentoring can also facilitate change, improvement and professional growth within teaching. </li> <li> Slide 3 </li> <li> Outcomes Participants will understand the supports and resources available to support non-tenured teachers. understand the qualities of effective teaching and how it can be supported. enhance skills with respect to support of non-tenured teachers. </li> <li> Slide 4 </li> <li> Todays agenda Welcome and Overview What is Induction? Effective Teachers Instructional Mentoring Phases of First Year Teaching Article Review Trust Building Continuum of Interaction (The three Cs) Communication Closure 4 </li> <li> Slide 5 </li> <li> Our collaborative norms Ensure equity of voice. Practice active listening. Be open to different perspectives. Maintain confidentiality. Take responsibility for your learning. Monitor personal technology. 5 </li> <li> Slide 6 </li> <li> Personal Goals Choice Board 6 </li> <li> Slide 7 </li> <li> M-E-N-T-O-R-I-N-G On your letter card, write a word or phrase that comes to mind when you think about mentoring that begins with that letter. Form groups of 9 where your letters spell out the word mentoring. Share your ideas with your group. M E N T O R I N G </li> <li> Slide 8 </li> <li> Comprehensive Teacher Mentoring COMAR 13A.07.01 Each LEA will: Establish a mentoring program as part of its Comprehensive Induction Program Identify a cadre of full-time or part-time mentors whose sole responsibilities are to support teachers during their comprehensive induction period (first three years of tenure) Establish the maximum ratio of mentors to mentees at one mentor to 15 mentees Mentors may be assigned school-level administrative duties only on an emergency basis. A mentor may not participate in the formal evaluation of a mentee. </li> <li> Slide 9 </li> <li> Teacher Induction What? Phases of new teacher development Period of socialization A formal program for non-tenured teachers Why? Increased student achievement Improved and accelerated teacher performance New professional norms of collaboration, ongoing learning and accountability 9 </li> <li> Slide 10 </li> <li> Effective Teachers 10 </li> <li> Slide 11 </li> <li> Effective Teacher Activity Discuss your response to the assigned prompt. What will they be thinking? (blue) What will they be feeling? (red) What will they be saying? (green) What will they be doing? (black) Record ideas on sticky notes. Post ideas on the Effective Teacher Poster. 11 </li> <li> Slide 12 </li> <li> Gallery Walk &amp; Stop Make connections with the VETSL (Vision of Exemplary Teaching for Student Learning) p. 3-4 12 </li> <li> Slide 13 </li> <li> Effective Teachers Engage students in active learning Create intellectually ambitious tasks Use a variety of teaching strategies Assess student learning continuously and adapt teaching to student needs Create effective scaffolds and supports Provide clear standards, constant feedback, and opportunities for revising work Develop and effectively manage a collaborative classroom in which all students have membership 13 </li> <li> Slide 14 </li> <li> Break 14 </li> <li> Slide 15 </li> <li> Effective Mentoring On page 5 of your packet, brainstorm a list of what you wanted or needed during your first year of teaching that would have helped in your development as a teacher. Code each item on your list according to the domain from the Framework for Excellence in Teaching and Learning in which it belongs. Refer to the HCPSS Framework on pages 6 -8 if needed. Interpersonal Skills (IS) Planning and Preparation (PP) Classroom Environment (CE) Delivery of Instruction (DI) Professional Responsibilities (PR) 15 </li> <li> Slide 16 </li> <li> Effective Mentoring: Five Corners Activity Interpersonal Skills (IS) Planning and Preparation (PP) Classroom Environment (CE) Delivery of Instruction (DI) Professional Responsibilities (PR) 16 </li> <li> Slide 17 </li> <li> Problem- solver Data partner Trusted listener Teacher Resource Consultant Learner Advocate Facilitator Coach Collaborator Teacher Mentor Roles 17 </li> <li> Slide 18 </li> <li> 18 </li> <li> Slide 19 </li> <li> What the Research Says Response Group Activity Read article 19 </li> <li> Slide 20 </li> <li> What the Research Says Response Group Activity Answer questions Discuss at tables Share out 20 </li> <li> Slide 21 </li> <li> Lunch Break 21 </li> <li> Slide 22 </li> <li> The Importance of Building Trust 22 </li> <li> Slide 23 </li> <li> Whom do you trust? On a scale of 1-10, write down how trusting you are of the following groups of people. Car dealers Corporate executives Doctors Police Officers Lawyers Fire Fighters Politicians Teachers Why might this be? 23 </li> <li> Slide 24 </li> <li> 24 </li> <li> Slide 25 </li> <li> What is trust? What builds trust? What is trust? How do you describe it? What builds trust? What can you do to ensure trust exists? 25 </li> <li> Slide 26 </li> <li> Problem- solver Data partner Trusted listener Teacher Resource Consultant Learner Advocate Facilitator Coach Collaborator Teacher Mentor Roles 26 </li> <li> Slide 27 </li> <li> Trust Scenarios Individually respond to all three scenarios on the handout. Choose the scenario you would like to discuss further. Share ideas about your specific scenario within your group. Then discuss how your scenario is fundamentally different from the other two scenarios. 27 </li> <li> Slide 28 </li> <li> Three Types of Trust Deterrence-Based Trust Knowledge-Based Trust Identification-Based Trust Read the article about the three types of trust. Focus on your specific type. How does the article expand your knowledge of this type of trust? 28 </li> <li> Slide 29 </li> <li> Emotional Bank Account As you think about working with a non-tenured teacher, consider how to establish trust or continue building an emotional bank account. What kinds of deposits fill your bank account? What builds trust with you? How can you translate that information into your relationships with your non-tenured teachers? 29 </li> <li> Slide 30 </li> <li> Building Trust Read the scenario in your packet. Left side: Record what the mentor did to break down trust. Right side: Record what the mentor could have done to build trust. 30 </li> <li> Slide 31 </li> <li> Building Trust Individually, write trust building ideas on the left of the chart. Give One, Get One Activity 31 </li> <li> Slide 32 </li> <li> Reflection Take two minutes to solidify your thoughts about trust. Use index cards or sticky notes to write down your next steps. 32 </li> <li> Slide 33 </li> <li> Break 33 </li> <li> Slide 34 </li> <li> Problem- solver Data partner Trusted listener Teacher Resource Consultant Learner Advocate Facilitator Coach Collaborator Teacher Mentor Roles 34 </li> <li> Slide 35 </li> <li> Continuum of Interaction 35 Collaborate Consult Coach Information and Analysis </li> <li> Slide 36 </li> <li> CONSULT Ideas come from mentor. Information is shared. Advice is given. Resources are provided. Dependency can be built if overused. 36 </li> <li> Slide 37 </li> <li> COLLABORATE Ideas come from both mentor and mentee. Information, ideas and approaches are co-developed. Relationship is collegial. Conversations are held around co-planning and co- teaching. False collaboration should be avoided. 37 </li> <li> Slide 38 </li> <li> COACH Ideas come from mentee. Mentee becomes self-directed, independent learner. Ability of mentee to self-coach is increased. Mentees perceptions, perspectives, issues and concerns are surfaced. Stance is not appropriate when mentee is not ready. 38 </li> <li> Slide 39 </li> <li> Continuum of Interaction Form 5 different groups based on the Framework domains. In groups, on your sentence strip, write one example of each stance for your domain. 39 </li> <li> Slide 40 </li> <li> Whats my stance? Take turns drawing a slip from the envelope. Each slip will include a situation and a stance. Begin talking as if you were mentoring a new teacher on that situation from that stance. Your group will try to guess the stance from which you were mentoring. 40 </li> <li> Slide 41 </li> <li> Problem- solver Data partner Trusted listener Teacher Resource Consultant Learner Advocate Facilitator Coach Collaborator Effective Communication 41 </li> <li> Slide 42 </li> <li> Characteristics of a Good Listener 42 </li> <li> Slide 43 </li> <li> Mindful Listening Read the characteristics. Circle one that resonates with you. Put a check mark next to one you want to work on. Put a box around one that would like more information about. Find a partner/triad and share your thoughts. How will these characteristics impact the interaction you have with the teachers you support? 43 </li> <li> Slide 44 </li> <li> Communication Skills: Instructional Mentoring Skills Paraphrasing Clarifying Powerful Questions Positive Presuppositions Suggestions 44 </li> <li> Slide 45 </li> <li> Paraphrasing Acknowledge/Clarify You are frustrated by You are excited by Summarize/Organize One idea you have isand another idea you have is Shift Conceptual Focus UP: So, an outcome you want to achieve is DOWN: First you want tothen you want to 45 </li> <li> Slide 46 </li> <li> Clarifying Statements/Questions Tell me more about Let me see if I understand So, you believe that You are saying that One assumption you have is What else can you tell me about this situation? 46 </li> <li> Slide 47 </li> <li> Powerful Questions Open-ended Direct Relevant Useful to the mentees agenda Expand thinking and possibilities 47 </li> <li> Slide 48 </li> <li> Positive Presuppositions Positive Presupposition What objectives have you planned for your lesson? What goals have you set for yourself? What strategies are you finding yield the most success? Negative Presupposition Do you have an objective for your lesson? Do you have any goals? Have you thought of any strategies? 48 </li> <li> Slide 49 </li> <li> Suggestions I really think you shouldbecause Have you thought about Research suggests thatwould work well. Given those outcomes, it seems like the most logical step is to 49 </li> <li> Slide 50 </li> <li> Model Conversation 50 </li> <li> Slide 51 </li> <li> Personal Reflection 51 Will- How willing am I to take a risk? Skill- How comfortable am I in my skills of instructional mentoring? Knowledge - Do I have the knowledge of effective instructional practices needed to successfully provide instructional mentoring supports? Capacity - Do I have the capacity to be successful in providing mentoring support? Emotional Support- Do I have the emotional support needed from my colleagues to provide instructional mentoring supports? </li> <li> Slide 52 </li> <li> Tying it all Together Think about the key ideas/terms we have explored today around the topic of Teacher Mentoring. In teams of 3 or 4, brainstorm a list of key ideas/terms you predict will appear in the Word Cloud on the next slide. 52 </li> <li> Slide 53 </li> <li> Count How Many Matches You Have 53 </li> <li> Slide 54 </li> <li> Revisit Your Personal Goals Choice Board 54 </li> <li> Slide 55 </li> <li> Future opportunities Continued opportunities through after school workshops &amp; summer training Teacher Mentoring CPD course Teacher Mentoring Workgroup will continue to develop training opportunities &amp; mentoring supports Teacher Development Liaison support </li> <li> Slide 56 </li> <li> Teacher Mentoring Resources: +Resources </li> <li> Slide 57 </li> <li> Think About Based on what youve heard and learned here today: What are some next steps for you? 57 </li> </ul>


View more >