Summer 2010Session #1

JUST LIKE ME!*

LEAD MENTOR / MENTOR WORK IS ALL ABOUT…

TRAININGAND

DEVELOPMENTHow are these similar to

undergraduate work, student teaching, and then teaching?

*

1:00 – 4:00 Take care of your needs Lead Mentor / Mentor Binder

Build as we go… intentionally Today’s resources will go in Tab 1 Tab 1 = Processes/Strategies Tab 2 = Training/Development Session #1

Parking Lot* is always available

Anyone want/need to share?

High Quality Mentoring and Induction Practices

Time, Content, Communication, and Mentor Selection

Summer work would focus on the tightening of these structures… and then some

Group by shape* Introduce yourselves What needs to be present in order to

create a safe environment where you can personally and professionally grow (establishing group norms)?

Be ready to share 2-3 responses with the large group

Group by color (name)* Introduce yourselves to your group Talk about an example of mentoring

you have witnessed this summer. Why do you consider this mentoring?

Be ready to share 2-3 “reasons” with the large group.

Group by numbers* Introduce yourselves When considering yourself as an adult

learner, how do you learn best? In other words, as adult learners, what do you feel should be honored?

Be ready to share 2-3 responses with the large group

Is anything missing?

What is missing? Look at Lead Mentor Unit Plan – EU’s

Building as we go… intentionally

The growth and development of children is vitally linked to the growth and development of adults in and beyond schools.

A successful mentoring program can help teachers respond intentionally with effective strategies to the needs of a diverse population of learners.

The early years of teaching are a critical part of a continuum of learning – a link between pre-service preparation and ongoing professional development.

From: Mentoring New Teachers Through Collaborative Coaching, by Kathy Dunne and Susan Villani

Support for new teachers Reduce attrition More effective instructional strategies

for new teachers More effective classroom management Increase in student achievement

KnowledgeLead Mentors/Mentors will

know…

SkillsLead Mentors/Mentors will

be able to…

How adults learn best Develop plans for summer Mentor development and building level NTO based on how adults learn and CBAM Stages of Concern

Roles and responsibilities of Lead Mentors and Mentors

Identify Phases of New Teachers

Identify the components of a meeting design for Lead Mentor/Mentor Development

Knowing what you now know about Stage 1, what are your hopes and fears and your role as Lead Mentor and/or the Mentoring Program?

Record 1 hope/post it and post

Record 1 fear/post it and post

Characteristics of Adult Learners CBAM (Concerns Based Adoption Model)

Stages of Concern

Note. From “The Stages of a Teacher’s First Year,” by Ellen Moir, in A Better Beginning: Supporting New Teachers, by Marge Scherer (Ed.), 1999, Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Copyright 1999 by ASCD. Used with permission of the publisher.

Turn to your partner(s) for Delve and Dialogue*…

What stands out? What does this mean for your work?

Roles and Responsibilities

Professional Mentoring Standards

• Meeting Design

Roles and Responsibilities of Mentors Tools for the Mentors:

Confidentiality

What counts for the 30 hours (15 for Year 2)? One-on-one time Regularly scheduled conversations Conversations where the Mentor/Mentee

Colloboration Assessment Log is completed TOGETHER and reviewed

Needs survey (what will we talk about?) Mentor/Mentee Collaborative Assessment

Log(relate back to Parkway Standards of Professional Practice)

Mentor/Mentee Release Day Form Checklist – Prior to school through first 6

weeks (approx.)

STAGE 2 of Lead Mentor Unit Plan your summer development for

your mentors What will you provide for them? Binder?

With your administrator, plan your building level NTO

Survey