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‘Housekeeping Information’
Collaborative Norms
Equity of voice
Active listening
Confidentiality
Safety to share different perspectives
Presume positive intent
Respectful use of electronics
Divide paper into four quadrants. Use the colored markers
to write or draw the following in the four quadrants:
1. An experience from your first year of teaching(may represent mentoring you received)
2. How might you empower a first-year teacher to grow professionally
3. What do you hope to learn as a mentor
4. The most selfless act that someone extended to you in your teaching career
Your name
Your school
Your content area or grade level
What you hope to learn as a
mentor
Discuss at your table
What types of mentoring, if any, did you receive as a first-year teacher? Was it or was it not beneficial?
What are some effective ways of welcoming a first-year teacher into a school system? How is it done in your district?
in the back of manual
p. 4
The goal of the ND Teacher Support System Mentoring Program
“We want to develop teachers who are thinkers
and problem-solvers, who ask questions about
their practice, and constantly seek solutions,
who are committed and passionate advocates
for learning for all children.”
New Teacher Center,
Santa Cruz, CA
With a partner, brainstorm as many
“famous pairs” as possible
Responsibilities
of
PRINCIPAL
DISTRICT
p. 6
Ongoing Mentor Training
p. 7
What the Mentor program
does for you!
• For Administrators
• For Mentors
• For First-year Teachers
• For the District
p. 8
MentoringRequirements!
• One-on-one Conferences
• Observations
• Other
p. 9
p. 10
Learning Target: 1
What is the difference between induction and mentoring?
Participation in a mentor program has a positive effect on:
Job satisfaction
Commitment
Retention
Teacher performance
Student achievement
Beginning teacher induction: what the data tell us, Ingersoll, 2012p. 11
Teacher Retention Statistics
78% of the 2,014 first-year teachers who were mentored in the NDTSS Mentor Program are still teaching in North Dakota as of the spring of 2017.
p. 11
Cost Impact
The cost of replacing a teacher is 25-35% of the annual salary and benefit costs.
It costs $10,000 every time a teacher
leaves the profession.Alliance for Excellent Education , 2014
p. 11
Strong mentors: Improve teacher quality – often moving the skill
level of a teacher finishing the first year to that of a 4th year teacher (Villar, 2004)
Positively affect student academic gains (Glazerman et. al., 2010, New Teacher Center, 2015)
Benefit veteran teachers through new leadership opportunities and time for professional reflection and development (Villar, 2004)
ACE mentor Program, University of Notre Dame
p. 11
“men-tor:
an experiencedand
trusted advisor”Merriam-Webster
Mentoring
Psychological
Instruction-related
Four Levels of Questions
One right answer
Several options but one right answer in this school
Consensus on best practice but using best practice requires professional judgment
No consensus on best practice, so our professional judgment and caring about kids and each other is all we have to guide us
Barry Sweenyp. 12
Novice teachers are hesitant to request assistance
Experienced teachers are reluctant to interfere and/or
offer assistance
p. 13
The Education Standards and Practice Board shall:
c. (1) Select and train experienced teachers who will
serve as mentors for first-year teachers and assist
the first-year teachers with instructional skills
development
Remember!!
It is important to tell your legislators about the value of
the work you do with your first-year teacher if we want this
program to continue!
Ellen Moir’s
p. 14
Chart design suggestionPhases of First Year Teaching
Key points:
What the first-year teacher is experiencing
What the first-year teacher needs
Role of a Mentor(to be completed later)
p. 15-19
• When does it begin?
• Characteristics
p. 15
• Surprise!
• Time
p. 16
• Doubt
• Pressures
p. 17
• Reorganization
• Focus
p. 18
• Frustrations
• Celebrations
• Looking Ahead
p. 19
p. 19
Yes!I can!
In 3 minutes, with the same
group, come up with actions
to demonstrate your phase
https://www.youtube.com/watch?v=ebtGRvP3ILg
Which phase is represented
by your experience as a
first-year teacher?
p. 21-23
Save the Last Word Strategy - groups of three
Choose a timekeeper
Read the article
Identify the most significant idea
Participant A - read that part to others, no comments
All - pause to think
Participant B - one minute to respond
Participant C - one minute to respond
Participant A – one minute to state why part was chosen
and build on what he/she heard from others
Repeat cycle for other members until all have had a turn
p. 21-23
Important to remember
Interesting ideas
Questions that come to mind
A Mentor is . . .
p. 21-23
QS
p. 24
As a mentor, what do I predict . . .
p. 25
Mentor Roles Resource
Problem Solver
Advocate
Facilitator
Coach
Collaborator
Learner
Assessor
Trusted Listener
TeacherNew Teacher Center
p. 26
How might you empower a
first-year teacher to grow
professionally?
“WHAT WE DO FOR NEW
TEACHERS, WE DO FOR THEIR
STUDENTS.
WHAT WE FAIL TO DO FOR
NEW TEACHERS, WE FAIL TO
DO FOR THEIR STUDENTS.”
MARCY YOSHIDA
https://www.youtube.com/watch?v=9nwu9PJkUf8
Use an Index Card to answer these questions
1. One thing you probably have in common with MOST people here today
2. One thing you probably have in common with SOME people here today
3. One thing that is UNIQUE about you
Reminder: Everything you need to know is in the Mentor Manual
5050
Due date reminders will be in the
TSS Coordinator’s Monthly Newsletter
Reminder:Timelines are inside of and on the
back cover of the manual
Reminders of due dates will be in the NDTSS Coordinator’s
Monthly Newsletter
Learning Target: 2
Write one idea per Post-itWhat do you observe (both in the classroom
and in other professional settings) of a teacher
whom you consider to be highly effective?
Consider these questions
Are some aspects of teaching more important in some settings than in others? Which ones?
Which of the teaching aspects you identified would you expect to observe only in experienced teachers’ classrooms?
Which of the teaching aspects would you expect to see in a new teacher’s classroom.
Teaching Standards
Use the model your district has chosen in your work with your first-year teacher.
Using the teaching standards adopted by your district helps to keep the one on one conferences focused.
p. 27
Potential Uses for Teaching Standards
Teacher self-assessment tool
District evaluation tool
Teacher growth tool
ND Teacher Support System mentors DO NOT use teaching standards to EVALUATE their
first-year teacher.
p. 28
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Danielson
p. 29
Domain A: Planning and Preparation of Learning
Domain B: Classroom Management
Domain C: Delivery of Instruction
Domain D: Monitoring, Assessment and Follow-up
Domain E: Family and Community Outreach
Domain F: Professional Responsibilities
Marshall
p. 30-31
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and Professionalism
Marzano
p. 32-34
new condensed version
Find the components of your teaching standards that match the sticky notes you
identified earlier.
•This is where the “thinking about teaching“ happens.
•What do the students need to know?
•What do I need to do to make sure this happens?
•This is where the “feeling“ of teaching happens.
•Does my classroom feel . . . welcoming or cold, inviting or uninviting?
•Do my students feel safe, comfortable, and willing to take the risks of learning?
•This is where the “work of teaching” happens.
•We engage, communicate, question and teach.
•Are my students interested in my lessons?
•It is the day-to-day observable part of the job.
•This is the foundation of everything else that happens in teaching.
•How am I communicating with the public/parents of mystudents?
•How am I collaborating with my peers to support my classroom and school?
Share and Discuss Is one of the domains more important than the
others? What makes you think so?
Is one of the domains of particular importance to first-year teachers? Explain.
Think of the most selfless
act that someone extended
to you in your teaching
career.
BEST PRACTICES
AS A TEACHER ARE
ALSO THE BEST
PRACTICES AS A
MENTOR.
Using Teaching Standards
Activity 1
“Students in Mr. Mason’s eighth-grade history class have been given a timeline and a worksheet to fill in while the teacher takes roll and completes some paperwork needed immediately by the main office.”
Danielson - Domain 2: C-Managing Classroom Procedures
Marshall - Domain B: Routines/Efficiency
Marzano - Domain 1: DQ6-Establishing Classroom Routines
“In Mr. Grant’s math class, the students are working in small groups to completea worksheet. The teacher gave multi-step oral directions to the groups. The students have many questions. The teacher moves from group to group to clarify the task.”
Danielson - Domain 3: A - Communicating with Students
Marshall - Domain C: Clarity and Repertoire
Marzano - Domain 1: DQ2 - Chunking content . . .
and DQ5 - Noticing when students . . .
Activity 2
“Two students get off task and begin to disrupt
others. Mr. P steps to that side of the room and
lets his presence be known.”
Danielson - Domain 2: D – Managing Student Behavior
Marshall - Domain B: Prevention
Marzano - Domain 1: DQ5 – Engaging students and DQ7 –
Rules and Procedures
Activity 3
Questions to consider
What specific evidence did you find to identify the placement in the teaching standards?
Did each group member agree on the placement in the teaching standards? If they didn’t, how did you resolve it?
How can teaching standards be used to
support your first-year teacher?
blue insert page
Learning Target: 3
p. 35-36
https://www.youtube.com/watch?v=wPOgvzVOQig
Sharing information
First-year Teacher
PrincipalMentorTRUST
TRUST
TRUST
Steven G. Barkley
p. 37
Confidentiality
Communicating with Administrators and Colleagues
Separating Mentoring from Evaluation
p. 38
1) Hand it back
2) State a shared value and set a boundary
3) Potential responses
p. 39-40
Triad Meetings
Mentor
First-year Teacher
Principal
p. 41-42
Triad Meetings
p. 43-46
FIRST MEETING SECOND MEETING
FORMS ARE OPTIONAL
Getting Started with your First-year Teacher
Erin Jacobson ND Teacher Support System Coordinator
p. 47
Link to the screencast is in the manual, and it will also be emailed to you.
First-year teachers need to become familiar with the
PEOPLE,ENVIRONMENT,
and CULTUREof their new school.
Make a Chart Divide the chart into four sectionsPut the page number/s on your chart
1. What is it?
2. How might you use it?
3. Why is it beneficial?
4. How could you tweak it?
p. 48-54
p. 55
Language of SupportParaphrasing
Letting the teacher know that you hear, understand, and care
ClarifyingLetting the teacher know that you hear,
but you’re not sure of what you heard
• In other words …
• What I’m hearing …
• From what I hear you say …
• I’m hearing many things …
• As I listen to you, I’m hearing …
• So, you think …
• It sounds like you want …
• Let me see if I understand …
• To what extent …?
• I’m curious to know more about …
• I’m interested in …
• Tell me how that idea is like (or different from) …
• So, are you suggesting …?
“Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers”, Virginia Department of Education
p. 56
MediatingAllowing the teacher to reflect
or raise awareness
ImaginingHelping the teacher to think
about alternatives
• What’s another way you might ...?
• What criteria do you use …?
• What would it look like if …?
• When have you done it like this before …?
• What might happen if …?
• How was … different from …?
• How do you determine …?
• It’s sometimes useful to …
• A couple of things you need to keep in mind …
• Something you might try considering is …
• To what extent might … work in your situation?
• There are several approaches …
• What do you imagine might …?
“Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers”, Virginia Department of Education
Language of Support
p. 56
Practice using Language of Support
Mentor First-year Teacher Observer
Round 1 Person 1 Person 2 Person 3
Round 2 Person 3 Person 1 Person 2
Round 3 Person 2 Person 3 Person 1
Think of a situation you’ve dealt with in school OR
Make up a situation OR
Refer to Vignettes on in your Mentor Manual
Use the front side of your Language of Support bookmark
Language of SupportNon-judgmental
Responses Teachable Moments
• I noticed how when you … the students really …
• How do you think the lesson went and why?
• What did you do to make the lesson successful?
• I’m interested in learning/hearing more about …
• I’m really looking forward to …
Adapted from New Teacher Center
Are spontaneous opportunities that offer the mentor a chance to:
• Fill in instructional gaps• Help the teacher make good choices• Help the teacher to “the next step”
When taking advantage of a teachable moment, it’s important to:
• Share in the spirit of support• Be brief … focus on the essential• Be strategic
p. 57
Language of SupportSuggestions Attitudes for
Effective Listening
“OPEN” suggestions…• Are expressed with invitational,
positive language and voice tone• Offer choices to encourage ownership• Are often expressed as a question• [or include a “tag question”] to
invite further thinking• Are achievable-enough to encourage,
but not overwhelm• May provide information about the
mentor’s thinking and decision-making
• You must truly want to hear what the other person has to say
• You must view the other person as separate from yourself with alternative ways of seeing the world
• You must genuinely be able to accept the other person’s feelings, no matter how different they are from your own
• You must trust the other person’s capacity to handle, work through, and find solutions to his/her own problems
Adapted from New Teacher Centerp. 57
Practice using Language of Support
Mentor First-year Teacher Observer
Round 1 Person 1 Person 2 Person 3
Round 2 Person 3 Person 1 Person 2
Round 3 Person 2 Person 3 Person 1
Think of a situation you’ve dealt with in school OR
Make up a situation OR
Refer to Vignettes on in your Mentor Manual
Use the back side of your Language of Support bookmark
What concerns do you have
about being a good mentor?
Perhaps the greatest gift a mentor can give a newcomer
is time.
Time together, well spent, adds trust and rapport to
the relationship.
Reminder: Everything you need to know is in the Mentor Manual.
Reminders of due dates will be in the TSS Coordinator’s
Monthly Newsletter
Collaborative Norms
Equity of voice
Active listening
Confidentiality
Safety to share different perspectives
Presume positive intent
Respectful use of electronics
DIFFERENTIATED Mentoring
p. 58
Share
Model
Provide
p. 58
p. 58
Co-develop
Problem Solve
Analyze
Listen
Question
Facilitate
p. 58
Mentoring Stances
Collaborator
Consultant
Coach
p. 59
Giving . . .
p. 60 https://www.youtube.com/watch?v=ZcJTITTQLVw
CSI FEEDBACK FRAMEContent/Strategies/Impact
Content During my visit, I observed . . .Students were learning . . .
StrategiesYou were . . .The students were . . .(Language of professional standards)
Impact As a result . . .The impact on the students is . . .
p. 61
p. 62
Add a well-trained
new teacher to a school -
where veterans are eager to
share what they know and
learn what they don’t - and
good things happen.
NEA Today
Reflect
Focus
Plan
Implement
p. 68
A major part of the mentoring process
Recognize what is working
Identify challenges
Ask questions to prompt self-assessment
Consider collecting artifacts to aid in the reflection process
Reflect
p. 68
Identify a focus for discussion, exploration or implementation
May be based on strengths and concerns or professional goals and/or teaching standards
The first-year teacher’s priorities determine direction but mentors may make suggestions
Inventory for First-year Teachers may help
Focus
p. 68
Develop achievable, short-term objectives
Gather resources, make suggestions, or provide information
Use coaching skills
Plan next steps
Plan
p. 68
Happens outside of the conference
Apply the plan
Gather evidence of results
Prepare for next conference
Implement
p. 68
Reflect
Focus
Plan
Implement
p. 68
p. 69-70
Nothing
One-on-one Conference - Reflection
Video - One-on-one Conference - Reflection
One-on-one Conference - Focus
Video - One-on-one Conference - Focus
One-on-one Conference - Plan
Video - One-on-one Conference - Plan
How to end the conference The first-year teacher has a specific focus for professional growth
Specific, manageable steps have been identified
The likelihood of implementation is increased
Support is available if needed
Date is set for follow-up and next RFPI cycle
Important:
• Do not share the Conference Logs with your administrator
• Give your copies of the Conference Logs to your first-year teacher at the end of the year
p. 73
p. 72-73
p. 63-66
REQUIREMENTS
One-on-one Conferencing
15 hours per semester
40-60 minutes may be counted as one hour
Two hours can be made up of short meetingsin the hall, etc.
The mentor writes on the Conference Log andgives a copy to the first-year teacher.
Record of One-on-one Meetings
p. 67
p. 74
Pre-Observation Meeting
Pre-Observation Meeting
Post-Observation Meeting
Post-Observation Meeting
Post-Observation Meeting
Pre-Observation Meeting
Pre and Post-Observation One-on-one Conferences count toward the 15 meetings with your first-year teacher!
p. 75
Due date reminders will be in the
TSS Coordinator’s Monthly Newsletter
p. 76
Observation Requirements and Guidelines
Mentor observes the first-year teacher
First-year teacher observes other teachers
First-year teacher records his/her teaching
p. 77
Minimum of six times
Minimum of 15 minutes
Observations need planning and follow-up conferences
Requirements:
Mentor Observes First-year Teacher
p. 78-79
What is “evidence”?
Evidence is based on what has occurred or is factual.
It includes teacher and student actions and behaviors and may include artifacts prepared by the teacher, students or others.
Actual words spoken
• For observing the first-year teacher
• For observing other teachers
• For assessing students in their classroom
Why is Evidence Important?
First-year Teacher Observes Other Teachers
First Semester: 360 minutes minimum
Second Semester: 180 minutes minimum
May observe the mentor or other classroom teachers
Requirements:first-yearteacher
p. 80-81
first-yearteacher
p. 82 p. 83
First-year Teacher Recording
Twice per year (in October and February)
At least 15 minutes long
It is most effective for both mentor and first-year teacher to watch the recording and take notes prior to meeting for the post-conference.
Requirements:
first-yearteacher
p. 84-85
p. 86
Choose a
Selective
Scripting
p. 87
Selective
Scripting
Conferencing Cycle
1. Pre-Observation Conference
2. Observation (does not count as a conference)
3. Post-Observation Conference
Use the Conference Log to record each conference
Discuss teaching standards in relation to observation
p. 88-89
Pre-
Pre-Observation Conference
Pre-Conference video
CSI FEEDBACK FRAMEContent/Strategies/Impact
Content During my visit, I observed . . .Students were learning . . .
StrategiesYou were . . .The students were . . .(Language of professional standards)
Impact As a result . . .The impact on the students is . . .
p. 91
Conferencing Cycle
1. Pre-Observation Conference
2. Observation (does not count as a conference)
3. Post-Observation Conference
Use the Conference Log to record each conference
Discuss teaching standards in relation to observation
p. 92-93
Post-
• For observing the first-year teacher
• For observing other teachers
• For assessing students in their classroom
Why is Evidence Important?
Conferencing Cycle1. Pre-Observation Conference
2. Observation (does not count as a conference)
3. Post-Observation Conference
Use the Conference Log to record each conference
Discuss teaching standards in relation to observation
TEACHINGSTANDARDS
One-on-one Conference using Teaching Standards
One-on-one Conferencing using Teaching Standards
p. 94
What questions could you ask? (Use the Language of Support)
It sounds like you would like to be specific in your goals to clarify
your instruction. How will you do that?
Sometimes it’s helpful to actually write out the steps you would like
students to complete. Have you considered that?
What are your next steps as a mentor?
Work together to establish next set of goals and corresponding
instructions.
Team teach or model a lesson with step-by-step directions.
p. 95
p. 94-95
p. 96
Record of Observation & Recording Form
p. 97
“Nothing to talk about!”
p. 98-100
Do a Walk & Talk
Take your manual
Choose someone from another table for a partner
Look at pages 101-107
Go for a walk and read and talk
Trainers will set the time to be back
p. 101-107
p. 108
In Your Mind’s Eye
p. 109-116
Monthly Mentoring Ideas
p. 117-130
Learning Target: 4
We’ll go over …
1. Forms and Documentation
2. Seminars and Observing & Conferencing Class
3. Explaining the program to your mentees
FORMS ANDDOCUMENTATION
Mentor Requirements
We document1. This training2. Half-day Seminars in October3. Observing & Conferencing Class
You need to document1. One-on-one Conferences2. Observations and Recordings
Conference Log
Pages132-133
Nothing
One-on-one Conferences
Pages134-136
Observations and Recordings
Pages137-139
To Request Stipends
Page140
Mentor Stipend Payment
Page141
To Request Reimbursement for Substitute Pay
Page142-143
Submitted once at the end of the year.
Inside front cover
Look for instructions
Page 131
SEMINARS ANDOBSERVING &
CONFERENCING CLASS
Advanced Mentor Status
EXPLAINING THEPROGRAM TO YOUR
MENTEE
Where is it?
Manual Scavenger Hunt
p. 144
NDTSS contact Information ison the inside of the front cover.
