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Mentoring the Beginning Teacher of Mathematics

Mentoring the Beginning Teacher of Mathematics. Henry S. Kepner, Jr. Univ. of Wisconsin-Milwaukee Milwaukee Public Schools NCSM March, 2007 Atlanta, GA. Mentoring “new” staff – the unfunded mandate. Acting as a sponsor Encouraging self-reliance Encouraging true collegiality

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Mentoring the Beginning Teacher of Mathematics

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  1. Mentoring the Beginning Teacher of Mathematics Henry S. Kepner, Jr. Univ. of Wisconsin-Milwaukee Milwaukee Public Schools NCSM March, 2007 Atlanta, GA

  2. Mentoring “new” staff –the unfunded mandate • Acting as a sponsor • Encouraging self-reliance • Encouraging true collegiality • Encouraging reflection on practice • Provide timely, appropriate feedback

  3. Sharing Reflecting Supporting Mentoring is: Mentoring is NOT • Evaluating • Substituting

  4. To consult To collaborate To coach Mentoring Roles:

  5. Consult: share vital information • Procedural expectations • Building/district policy, materials, access to resources • Craft of teaching: establishing classroom routines, instructional strategies, assessments

  6. Think aloud about your own…. What’s and Why’s about colleague’s awareness • Offer a menu • Produce an idea bank • Conduct a model lesson (label critical attributes) • Review tapes of teaching • Reference, highlight current research

  7. Collaborate: co-develop the information pool. • Shared analysis • Problem solving • Decision-making and • Reflection

  8. Reciprocal nature – support mutual learning, growth, respect. • Brainstorm with colleague: • Reasons, • Multiple ideas, • (Multiple) possible solutions, • Interventions. • Co-plan • Co-teach • Joint reflections on targeted student learning and behaviors

  9. Coaching Goal: to empower a colleague’s expertise in: • Planning, • Reflecting on practice, and • Instructional decision-making focused on student learning of mathematics.

  10. Coaching Responsibilities: • Maintain a nonjudgmental stance • Inquire about “What’s” and “Why’s” • Focus on successes towards colleague’s goal • Focus on colleague’s concerns. (Be prepared to focus on whatever the colleague raises as an area of concern.) • Reflect on goals.

  11. References • Burns, Marilyn, Silbey, Robyn. (2000) So you have to teach math? Sound advice for K-6. teachers. Sausalito, CA: Math Solutions Publications. ISBN: 0-941355-29-2. • Costa, A., Garmstorn, R. (2002) Cognitive Coaching: A foundation for Renaissance Schools. 2nd Edition Norwood, MA: Christopher-Gordon Publishers. ISBN: 0-926842-37-4 • DePaul, Amy. (1998?) Survival Guide for New Teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. US Dept. of Education. Office of Educational Research and Improvement. www.ed.gov • Grant, Scott Nelson, et.al. (2003) Lenses on Learning.Dale Seymour Publications. • Huinker, D., Freckmann, J. (2004) Focusing Conversations to Promote Teacher Thinking. TCM. • Lipton, L., Wellman, B. (2003) Mentoring Matters : A Practical Guideto Learning-Focused Relationships. Sherman, CT : Mira Via. • NCTM. Lester (2003) Teaching Matheamtics through Problem Solvin, Prekindergarten-Grade 6. • NCTM. Schoen (2003) Teaching Matheamtics through Problem Solving. Grades 6-12 • NCTM. Navigations collection. • NCTM. (2004) Empowering the Beginning Teacher of Mathematics in : • Chappell, M., Schielack, J., & Zagorski, S. Elementary School ; • Chappell, M. & Pateracki. Middle School ; • Chappell, M., Choppin, J., & Salls, J. High School. • National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division • Stein, Mary Kay, Smith, M., Henningsen, M. & Silver, E. (2000) Implementing Standards-based Mathematics Instruction. NY: Teachers College Press and NCTM. • West, L.& Staub, F. (2003) Content-Focused Coaching: Transforming Mathematics Lessons. Heinemann.

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