NWAEA 2009 Iowa Training Model for Mentors of Beginning Educators Marlin Jeffers & Flora Lee, Educational Consultants
NWAEA 2009
Iowa Training Model for Mentors of Beginning Educators
Marlin Jeffers & Flora Lee, Educational Consultants
Welcome Housekeeping, Requirements, Mentor/Mentee Expectations
Getting to know you and your mentor Years of Teaching, Experience Activity, Generations Activity, Real
Colors
Starting the Year off Right Relationships, Classroom Climate, Expectations, Discipline, Procedures
Ethics Chapter 25 & Chapter 26
Closing College Credit/Renewal Options, Future Opportunities, Questions
Renewal and Credit Options 1st and 2nd year teachers: ONLY COLLEGE CREDIT 1 , 2 or 3 hours of credit
Mentors: Choice of College Credit or License Renewal 1, 2, or 3 credits
Renewal cannot be used until May
Expectations for credit and license renewal Attendance of the sessions
(activities/readings/ Learning Projects based on the teaching
standards Participation in activities and sessions Observations Meeting documentation Collaboration, Coaching and Consulting Journey to Excellence/Mentoring Matters
Reading and activities Reflective conversations
2 year Mentor Induction Iowa Teaching Standards 2nd Year – Comprehensive Evaluation Local District (collection of artifacts) Mentors – Mentoring Matters/Journey to
Excellence (6 sessions- all day) 1st/2nd Year Educators – (6 sessions focused
on the standards and resources) Iowa Administrative Code (Chapter 25/26)
Ethics in the Education Profession
We’re all here to learn Listen … dialogue from YOUR perspective
Questions… “Ask” or use a post-it on the Parking Lot
“Attention” signals Please ---cell phones on vibrate Take care of your needs as needed
“From their first day on the job, brand new teachers are expected to perform essentially the same tasks
as experienced veterans. The trial-by-fire method of casting novices into the fray of the classroom has
been the traditional welcome into the teaching profession.”
Mentoring Matters, p. ix
12
……are those people in our are those people in our lives, who, through their lives, who, through their deeds and work help us to deeds and work help us to move towards fulfilling our move towards fulfilling our potential.potential.
Gordon F. Shea, Mentoring - A Guide to BasicsGordon F. Shea, Mentoring - A Guide to Basics
“…the mentor is a growth agent whose role is to develop self-reliant, reflective beginning educators, able to make effective instructional decisions as they strive for high performance for themselves and their students.
◦ Wellman & Lipton, 2006 Learning Focused Relationships
13
Enhance Student Enhance Student AchievementAchievement◦ Build RelationshipsBuild Relationships◦ Gain Knowledge and SkillsGain Knowledge and Skills
MentorMentor MenteeMenteeTo have the Best Educators in To have the Best Educators in IowaIowa
Lead by Example Serve as an advocate Serve as a resource Maintain a confidential relationship with the mentee Serve as the go-to person Model analytical and reflective practice Implement guidelines established by your school
district Keep other members on your faculty informed
about mentoring Engage colleagues in welcoming, supporting, and
collaborating with new staff members Learn new skills!
New teachers have experiences and training that you have not had!
New teachers should not be treated as a student teacher, they are a colleague even though new to the profession!
Listen! What are they really saying? Don’t fix the problem, help guide them
through a process the lets them solve their own problems or issues
Seek out help Observe other teachers teaching, planning,
reflecting, and conferencing. Ask why things are done the way they are Self-assess and self adjust as data dictates Set quarterly professional goals (set, analyze,
reflect) Participate in professional development activities Share your experiences and past knowledge Demonstrate a willingness to watch, listen and
learn Set to know the staff: teachers, administrators,
support staff and parents Avoid negativity and whining! Join professional groups Remember things will go wrong, you are learning
through your mentoring and teaching experiences.
Build on their experiences Need encouragement and recognition Need to make personal connections with
colleagues Value choices Internalize new strategies Need to see and hear examples from
classrooms similar to the ones they are in which they work
Need humor and storytelling Expect feedback
Laugh
Stay Organized Keep one night a week for yourself that has nothing to do with school or school work.
Ask for help, It’s not a bad thing! Stay healthy
Work and listen to your mentor Ask for help when you need it.
Ask questions Stay on top of the paperwork
Be open to new suggestions When working with parents, always start off with something positive about their student.
Relax, and take things as they come
Be patient, smile and have a sense of humor.
Organize a filing system Make sure to make friends with other teachers, support staff, administrators, they will motivate you when you need it!
“The expectations and pressures of a first year teacher are more demanding than what I remember. They’re well prepared for the job.”
“It doesn’t matter how long you have taught, you are never too old to learn and change. The new and fresh breath of a teaching perspective makes me a better teacher and mentor.”
“Even as old as I am – I can become excited; try new ideas, make changes.”
“The enthusiasm of the new educator is contagious.”
“It is a real balance of time and talents. I learned a lot about my own strengths and weaknesses.”
Iowa Induction Program
Components
Quality Mentoring
Iowa Teaching Standards
Classroom-based Teacher Learning
Supportive Organizational
Structure
• is designed to prepare and support mentors as they assist beginning teachers’ transition from the university to classroom practice
• the mentor and beginning educator attend one day of training in August, the Introduction to Journey to Excellence
• additionally, six days of training are for the mentor, and six days for the first year teacher/second year teacher.
Developed by a task force convened by the Iowa State Education Association including representatives from the Iowa Department of Education, Area Education Agencies, and School Districts
Task Force Members: David Wilkinson, co-chair, ISEA Mary Beth Schroeder Fracek, co- chair, DE Pam Fields, Dubuque Community School District Jeff Johll, Dubuque Community School District Gail Myers, teacher, Keokuk Community School District Sue Swartz, AEA 11 now with DE Connie Richardson, AEA 13 Pat Shipley, ISEA Dave Ulrick, ISEA Sue Johannsen, teacher, Burlington Community School District Mary Brooks, teacher, West Des Moines Public Schools
MentorBeginning educator (teacher, nurse, media, guidance) AEAAdministratorYears as an educator: to 5, 10, 15, 20, 25+School district ….
27
Fill out the chart provided:◦Toys◦Fads/Trends◦Historical Events◦Heroes◦Values◦Share and discuss with your table group …. Then discuss
What does this say about what we value and how we operate?
Article in Cityscape, August 2007By Betsy Knoblock, Communications Coordinator
Resources: When Generations Collide, Lancaster and Stillman, 2002
Bridging the Generation Gap, Gravett, 2007
Research of Zamke, Raines and Filipczack
Loyalty towards the school district and what they were taught and have learned through professional and life experiences
They are very detail oriented Hardworking Duty before pleasure Adherence to the rules They like to hear people say … your
expertise is respected and valued
Believe that more experience brings more rewards
Hard to balance life and work Key word: Optimistic Competitive in the workplace Desire continued career advancement and
challenge Work to contribute to society and help
people Salary, status & title
Want a voice in what’s going on Want autonomy – less direction Key word: skepticism Want praise and rewards; require much
more motivation Unimpressed with authority; rely on
themselves and skill Want flexibility and fewer regulations in
expression and dress Resourceful and independent
Appreciation & diversity Key word: realistic Determined in their work ethic Want to contribute & collaborate Polite in their view of authority; will follow
leadership by teamwork Tend to put more focus on family/personal
life vs. work Want training, coaching and mentoring at
work