SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator [email protected].

SO YOU WANT TO BE A SO YOU WANT TO BE A

MENTORMENTORVicki DuffVicki Duff

NJ Department of EducationNJ Department of Education

Mentor Training CoordinatorMentor Training Coordinator

[email protected]@doe.state.nj.us

The heart and soul of mentoring is the outgrowth of belief in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers.

Head, Reidman, and Theis-Sprintall, 1992

IF I KNEW THEN…..3-2-1

o What are three things you know now that you wish you had known the first year you taught?

o What are two tips you would offer a novice as they begin?

o Describe one lesson you learned the first year you taught. How did that impact your teaching?

OBJECTIVES FOR TODAY

• Introduce the concept of mentoring

• Review the state mentoring regulations

• Understand the process of mentoring

• Identify the needs of the novice teacher

• Discuss the roles and responsibilities of mentors, novice teachers and school leaders

WHAT IS MENTORING?

• A person-to-person experience that is…• A confidential, non-judgmental process

which…• Ensures novice teacher support and

guidance on effective teaching practice…

• Based on state, district and school needs and the needs of the individual novice teacher.

WE MENTOR BECAUSE…• Novice teachers need guidance and support.• Novice teachers need to build confidence

and an understanding of the school.• Mentoring motivates the novice and the

mentor.• Mentoring helps to retain our newest

professionals.• Mentoring builds expertise more quickly.• Mentoring is a professional responsibility.

A FORMAL MENTORING PROGRAM

• Is an action – by a person, for a person• Provides the mentor and the novice with a

roadmap for effective teaching.• Provides the novice with a sense of security.• Provides the mentor with a focus for

dialogue and support.• Provides the district with teachers who

understand the culture and the curriculum.• Provides the novice with models of practice.

MENTORING WITH INDUCTION

• Is a process – is a system• Promotes life-long professional learning• Provides many support systems that are

highly structured• Encourages collaborative interactions that

support high levels of student success• Supports the novice teacher over a period of

years• Is aligned with the district vision and goals for

all teachers

AND THE BENEFITS ARE…• Mentoring ensures that veterans positively

impact a new generation of teachers.• Mentoring highlights professionalism to

stakeholders.• Mentoring enriches relationships through

collaboration.• Mentoring provides powerful learning

opportunities . • Mentoring supports student learning and

success.

THE MENTORING REGULATIONS…

• Establish a one-year mentoring program for all provisional teachers

• Establish a minimum criteria for the mentoring program (mentor criteria, mentor expertise, mentor application)

• Specify responsibility for payment of a mentoring stipend– $550 – traditional route– $1000 – alternate route

THE MENTORING REGULATIONS…

• Require comprehensive training and support for mentors

• Require a rigorous mentoring process for novice teachers

• Allow the use of retired educators as mentors

• Require the district to develop and implement a mentor plan through the Local Professional Development Committee

WHO IS THE NOVICE?• The average age is 28• 42% are Alternate Route• 1/3 have less than 5 years

experience• Have expertise in content areas• Tech savvy• Believe they can make a difference• Want the freedom to try new

strategies• Desire the ability to be part of the

decision-making process• Will not limit their options• Confident, scared, overwhelmed

and ready go!

A MENTOR IS…• Write 5 characteristics

of an effective mentor.• Share the

characteristics with the group.

• Each group will identify 2 important characteristics to report out to the large group.

AM I A MENTOR?

• Am I committed to the mentoring process as a non-judgmental advisor?

• Am I accepting of the beginning teacher and the skills they bring?

• Will I promote self-reliance in the novice?• Am I able to articulate effective practices?• Do I willing provide resources and support?• Am I effective in different interpersonal contexts?• Do communicate hope and optimism in

education?

MENTOR RESPONSIBILITIES

• Serve as a professional role model• Articulate and model effective classroom practice• Foster a confidential, trusting relationship • Encourage the novice teacher in all areas• Serve as a resource for district and school policies and

procedures• Meet with the novice teacher regularly• Provide feedback after non-evaluative observations• Learn from the novice teacher• Participate in mentor training and support activities• Document time spent in the mentoring process

SCHOOL LEADER RESPONSIBILITIES

• Serve as the “first mentor” by discussing goals and needs of the novice

• Foster and support a vision and culture that empowers collaboration

• Support the novice and mentor pair with resources that support effective teaching

• Serve as a facilitator to the mentoring process• Select mentors based on experience, expertise, and

ability to relate to others needs• Provide mentors to novice teachers as soon as they

begin their assignment• Support mentoring activities• Observe and evaluate new teachers according to

district and state policy

NOVICE TEACHER RESPONSIBILITIES

• Develop the knowledge, skills and attitudes necessary to foster student learning

• Recognize there is still a LOT TO LEARN• Ask questions• Set goals• Observe the mentor and other appropriate teachers• Discuss feedback from observations and be ready to try

new strategies• Keep a journal to help you identify your needs with the

mentor• Share ideas with the mentor – they want to learn, too!• Provide payment to the mentor• Document time spent mentoring

Mentors are those people in our lives, who through their deeds and work help us to move towards fulfilling our potential.

Gordon Shea, Mentoring: A Guide to Basics

THE MENTORING PROCESS

•Directing•Explaining•Sharing•Delegating

THE MENTORING PROCESS

MENTORING STYLES

DIRECTING EXPLAINING SHARING DELEGATING

The Mentor:Leads

Provides correct answersReinforces

The Mentor: Suggests

Helps novice to link decisionsto good practice

Explains and seeks suggestionsModels goal setting and

organizationHelps novice understand “why”

Establishes trust

The Mentor:Works with the novice to analyze

data Collaborates on decisions with noviceEncourages novice to build confidence

in making judgmentsEnsures a strong relationship

The Mentor:Supports creativity

Encourages learning togetherLimits questions while affirming

novice abilitiesDefers to novice judgment

Promotes self-relianceEmpowers success

Stages of First Year Teaching: Mentors Helping Novice Teachers

Ellen Moir, New Teacher Center at USC, 1999

Aug. Nov. Jan. Apr. Jul.

Disillusionment

Anticipation

Survival

Rejuvenation

Reflection

AnticipationCommitted to making a difference; idealistic, theoretical

Realities confronted, trying to stay a day ahead

Question commitment and capability

Reenergized, confidence is building, perspectives emerge

Begin to look at successes and challenges

Building on what works, set goals for a new year

TEACHING AND THE NOVICE

Human Relations

ChildDevelopment

Planning

Classroommanagement

Knowledge anduse of

materials

Instructional Strategies

CONTENT

NEW TEACHER NEEDS

• Understanding effective planning and goal setting• Adapting plans, strategies, and techniques to the needs

of students• Working with multiple curricular requirements• Integrating curriculum• Creating and using motivational techniques to enhance

learning• Using a variety of assessment models• Knowing the students• Knowing the school, the district, the community• Interacting with parents and colleagues

COMMON PROBLEMS FACED BY NEW TEACHERS

EVALUATION OF STUDENT

WORK

PLANNING AND IMPLEMENTING

LESSONS

CLASSROOM DISCIPLINE

INSUFFICIENT MATERIALS OR

SUPPLIESMOTIVATING STUDENTS

PARENT RELATIONS

RELATIONS WITH COLLEAGUES

DEALING WITH INDIVIDUAL

DIFFERENCES

UNDERSTANDING

STUDENT PROBLEMS

A VISION OF AN EFFECTIVE TEACHER

• Create a list of 5 essential elements that you would consider as criteria for effective teaching:– What is an effective teacher thinking?– What is an effective teacher feeling?– What is an effective teacher saying?– What is an effective teacher doing?

• As a group of 5-6 determine at least 5 common criteria of the group.

THE PROFESSIONAL STANDARDS FOR

TEACHERS• Subject matter

knowledge• Human growth

and development

• Diverse learners• Instructional

planning and strategies

• Assessment• Learning

environment• Special needs• Communication• Collaboration

and partnerships

• Professional development

COMPONENTS OF A MENTORING RELATIONSHIP

• LISTENING

• CONFIDENTIALITY

• BUILDING TRUST

• COLLABORATION

COMMUNICATION• Make clear anecdotal statements• Respond with relevant information• Paraphrase or restate what is heard• Question for deeper meaning or to

encourage reflection• Use appropriate body language • Respect confidentiality

DO YOU LISTEN?• Get in pairs. • Identify yourselves as an A or a B.• A’s will talk for 90 seconds on a

topic that is of interest to them.• B will listen (do not take notes, do

not talk).• B will paraphrase what was said in

60 seconds.

BUILDING TRUST• Maintain confidentiality and objectivity• Respond respectfully• Recognize that the novice will have different

coping mechanisms• Listen CAREFULLY before responding• Recognize there might be a need for

additional support or resources• Understand differences can provide solutions• Sleep on difficult problems

COMMON MENTORING PROBLEMS

• I can’t find time to meet with my novice teacher.

• Some of my colleagues feel that my mentee is having significant problems.

• My mentee does not want to discuss “how things are going”.

REFLECTION• What strengths will

you bring to the mentoring process?

• What benefits do you believe you will receive from the mentoring process?

I long to accomplish a great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble.

Helen Keller

CONTACTS AND RESOURCES

• Victoria Duff– 609-292-0189– [email protected]

• www.nj.gov/njded/profdev/mentor/• www.njpep.org• www.nsdc.org• www.ascd.org• Mentoring New Teachers by Hal Portner• The New Teacher Book by Melissa Kelly• The First Days of School by Harry Wong