North Carolina Mentor Training 2011-2012 A Lifeline for North Carolinas Beginning Teachers.

North Carolina Mentor Training

2011-2012

A Lifeline for North Carolina’s Beginning Teachers

• Welcome

• Agenda:oWhy new mentor standards?oThe five standardsoBeginning Teacher ObservationsoThe Social Network/Mentor Log

People Bingo

• Statewide Alignmento21st Century Standards for LearningoProfessional Teaching StandardsoBeginning Teacher Support

StandardsoMentor Standards

Where are we going?

Teacher Working Conditions

• In 2010, more than 105,000 educators (88.81%) across state completed North Carolina Teacher Working Conditions Surveyo Perceptions of trust and support have a

direct correlation to student achievement and teacher retention

Frequency of Mentoring Activities Reported by New Teachers and Mentors

from TWC 2010– KCS

Mentoring ActivityLess than

1x per month

1-2x per month

At Least 1x per week

Observed by mentor 74% 23% 3%

Analyzing Student Work 48% 37% 15%

Planning instruction with my mentor 48% 23% 29%

Having discussions with my mentor about teaching

34% 40% 26%

The School Year through the Lens of a Mentee…

• Find the chart with your birthday month…

• Record as many tasks/ emotions/ situations that your mentee may face during this point in the year.

• Reflect on how you can support

• Gallery Walk

Phases of First Year Teachers

“Leadership is not magnetic personality; that can just as well be a glib tongue. It is not ‘making friends and influencing people;’ that is flattery. Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.”

Peter F. Drucker

Developing relationships between mentors and beginning teachers is foundational to ensuring a quality induction experience, fostering professional growth and supporting leadership in the classroom and beyond.

Standard 1: Mentors support beginning teachers to demonstrate leadership.

Standard 1 Key Components

• Trusting Relationship & Coaching• Leadership• Communication & Collaboration • Best Practices • Advocacy for Beginning Teachers • Ethical Standards

Generational Differences

Self Quiz

Generation Y1981-2000

Veterans1922-1945

Baby Boomers1946-1964

Generation X1965-1980

Create a visual and a slogan that represents your assigned generation.

• Describe a possible conflict at school involving a Mentor and/or Beginning Teacher that could be rooted in generational differences.

• Use your knowledge of generational differences to problem-solve.

Mentoring andGenerational Differences

What Animal Am I?

Find someone that chose a different animal and discuss:

• Why did they choose that animal over the others?

• What are pluses of those animals characteristics? What are deltas?

• How does this relate to working with and observingyour mentee?

“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.”

Anthony Robbins

Read and Reflect: Standard 1

• Read the bulleted list• Reflect on your strengths and growth

areas.• Use a coding system:

o S(trength), G(rowth Area)o o Star, ?, X

• Be prepared to share.

Forming strong relationships with students is central to establishing respectful learning environments for all students.

Standard 2: Mentors support beginning teachers to establish a respectful environment for a diverse population of students.

Standard 2 Key Components

• Relationships with students, families, at school and in the community

• Honor and Respect for Diversity• Classroom Environments that Optimize

Learning• Reaching Students of all Learning

Levels

Top Ten… List

• Video: Top Ten Things About Teaching You Didn’t Learn in School

• With others from your school, create a Top Ten Things You Need to Know about… (Shady Brook, KMS, A.L.Brown, etc.) Can include anything, but target your school’s culture

• Be prepared to share…

• Discussion Dice: Count off by 3’s and find your assigned group.

• Roll the dice. Match the sum of the dice to a topic from the discussion dice sheet. Respond to the statement/situation and have a brief discussion before moving on to the next person’s turn.

Relationships and Environment

Read and Reflect: Standard 2

• Read the bulleted list• Reflect on your strengths and growth

areas.• Use a coding system:

o S(trength), G(rowth Area)o o Star, ?, X

• Be prepared to share.

Having in depth knowledge of the subject matter for the scope of a teacher’s grade level or content area is essential in promoting student achievement.

KEY COMPONENTS

• NCSCOS and 21st Century Goals• Content and Curriculum

Standard 3: Mentors support beginning teachers to know the content they teach.

Welcome Back

Take the word MENTOR and create an acrostic poem using any words or

phrases reflecting what you learned yesterday from Standard 1 and Standard

2.

Did You Know 4.0?

• View “Did You Know 4.0?”

• Consider the concepts presented in the video.

• Complete the SWOT Chart individually, then discuss as a group the Strengths, Weaknesses, Opportunities, and Threats.

1 to 2 to 4

• Individual (1) - List at least three ways to support a beginning teacher in delivering 21st Century content and curriculum.

• Partners (2) - Share individual lists with a partner and decide on one way that is the best.

• Partner Groups (4) - Join another pair and determine the best idea from both groups.

• All – Share with the entire group.

Common Core/ Essential Standards

?

Read and Reflect: Standard 3

• Read the bulleted list• Reflect on your strengths and growth

areas.• Use a coding system:

o S(trength), G(rowth Area)o o Star, ?, X

• Be prepared to share.

Mentors encourage and support the efforts of beginning teachers to plan, implement, and assess the results of teaching and learning. KEY COMPONENTS• Instructional Practice• Professional Practice• Student Assessment

Standard 4: Mentors support beginning teachers to facilitate learning for their students.

“Feedback is information about how we did in light of what we attempted…The best feedback is highly specific…Think of the best feedback systems: computer games, your shower faucets, or tasting the meal as you cook…What feedback most certainly isn’t is praise and blame or mere encouragement.” -Grant Wiggins

Collaborative Coaching with Observations

• Teacher Evaluation InstrumentNew Teacher Evaluation Rubrichttp://www.ncpublicschools.org/profdev/training/online-evaluation/

• Coaching Cycle Resources

• Pre/Post Conferences

Pre-Conference

• Describe lesson• Clarify goals• Set the focus of the observation• Determine method of data collection

What are some questions you might ask during a pre-conference?

Focus

• What are some possible things a Beginning Teacher might want you to focus on when observing in the classroom?

• Group List

The Observation

• Collect Data/Evidence related to focus.

Select a few of the focus areas and determine what an appropriate method of

data collection might be.

Post-Conference

• Self-assessment• Share data on focus area• Reflection*• Probing• Suggestions• Next steps

Role Plays

Post-Conference – Scenario A

• Partner A = Mentor• Partner B = Beginning Teacher

(Mr. M)

Post-Conference – Scenario B

• Partner B = Mentor• Partner A = Beginning Teacher

(Ms. T)

Circle of Knowledge

• What are ways to differentiate for students?

• Rules of the Gameo Circleo Go around with each person giving an

example of differentiation; 3 second wait time; if no answer, person is out

Read and Reflect: Standard 4

• Read the bulleted list• Reflect on your strengths and growth

areas.• Use a coding system:

o S(trength), G(rowth Area)o o Star, ?, X

• Be prepared to share.

Mentors initiate making connections with beginning teachers and begin providing support before or near the start of school or at the time of employment for those hired later in the year.

Standard 5: Mentors support beginning

teachers to reflect on their practice.

Standard 5 Key Components

• Allocation and Use of Time with Beginning Teachers

• Reflective Practice

• Mentor Data Collection

“Only those who have learned a lot are in a position to admit how little they know.”

L. Carte

Coaching Conversations

• Listen Carefully

• Rephrase

• Questions

• Focus/ Goals

RephraseListen Carefully

• 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…

• So you think that…• 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…?

Set GoalsQuestion

• 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 you see

happening if …?• How was …different from

…?• What do you think could be

the cause?

• 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 a number of

approaches …• What do you imagine might

… ?

Read and Reflect: Standard 5

• Read the bulleted list• Reflect on your strengths and growth

areas.• Use a coding system:

o S(trength), G(rowth Area)o o Star, ?, X

• Be prepared to share.

Mentor Tweet

• In a group of 4, create a job description of a mentor in a “tweet” format.

Social Network/Mentor Log

• E-mail invitation• http://kcsbeginningteachers.ning.com/• Discussion Forum• Blog Posts• Friends/Groups/Walls• Photos/Videos• Possibilities? - Set up 2-column chart:

Questions – Possibilities/Ideas

Social Network/Mentor Log

• Tasks:o Bookmark this page somewhereo Update your profileo Add some Friendso Respond to a Discussion Forum topico Comment on a blog posto Check out the online Mentor Logo Click aroundo Fill out the 2 column chart

• Final Questions?

Thank you!