Mentor as a Growth Agent

1. Mentor as a Growth Agent Journey to Excellence 2007 - 2008 JtE Session 1Slide 18

2. Journey toEXCELLENCE Iowa Mentoring and Induction Model Session 2 Marlin Jeffers & Flora Lee, Educational Consultants Northwest Area Education Agency Iowa State Education Association in partnership with the Iowa Department of Education July 2008

3. Session 2 Goals… • Opening….Introductions • Evaluation from Orientation • College Credit /License Renewal • Expectations • Mentor as a Growth Agent • Teaching Environment Profile • Learning Projects JtE Session 1Slide 3

4. Expectations… • 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

5. Individual Introductions Name District / building Your teaching assignment Beginning Educator’s assignment JtE Session 1Slide 5

7. License Renewal / College Credit • Attendance of the sessions (activities/readings) • Learning Projects based on the Iowa Teaching Standards • Participation in activities and sessions • Observations (1 each quarter) • Meeting documentation (form presented at orientation) • Collaboration, Coaching and Consulting • Journey to Excellence/Mentoring Matters Readings and activities • Reflective conversations from the Iowa Learning Projects • Reasons why the one, two or three option credit!!

8. To guide you….. • Meeting Form • Observation Form • Checklist for the Year • Checklist – Building Based

9. Expectations What does the beginning educator expect from you? Confidential relationship You are not an evaluator Learning Focused Relationship Two Year Commitment Attend the sessions Consult, Coach and Collaborate Help Set up Observations of Experienced Educators Paperwork – Mentoring and Building Based Learning Projects Your Experience

10. Artifact Collection Transform Utilize information and data Apply to teaching practice Develop new goals and strategies based on the data Appraise Interpret it Determine the impact Determine its effectiveness Determine the relationship to the goals, values and philosophy

11. Artifact Collection Select an artifact What Standard and Criteria are you addressing? What evidence is required? Do you need or want to include any additional artifacts or evidence? Describe It Who, What, Where, When Analyze It Why, How

12. What is the beginning educator working on? • First Impressions on their first weeks • Iowa Professional Development Model • Ethics • Introduction of Learning Projects • Working on Standards 8, 6 • Why I Didn’t Learn this in College? • Artifact Collection • Electronic Portfolio/AEA Media Services in their classrooms • Why they are not with you!

14. Growth Agents Develop Mentoring Matters by Lipton and Wellman JtE Session 1Slide 19

15. Research on InductionIowa Technical Assistance Guide Induction is a: • PROCESS that supports teachers learning • PERIODof time • PHASEwithin the continuum of a teaching career, transitioning from student to teacher • SYSTEM that is complex, interconnected, varied, responsive, and dynamic JtE Session 1Slide 20

16. Belief StatementsIowa Technical Assistance Guide • Focuses on research-based teaching and learning theories • Requires close relationships between veteran teachers and beginning teachers that are supported by building administrators. (3 way conversations throughout the year) • Is part of an overall effort to support quality teaching and to increase the achievement of all students. • Is planned, reviewed and modified…data are used to evaluate effectiveness and make adjustments JtE Session 1Slide 22

17. Belief StatementsIowa Technical Assistance Guide • Promotes informal culture of support within schools that continues after the program has ended. • Explains district, building, departmental, and grade level policies, procedures, and expectations. • Establishes a balance between entering an established community with conventional practices and developing new kinds of teaching that advance student learning. • Promotes continues professional learning through reflective practice and professional conversations about teaching. JtE Session 1Slide 23

18. What needs to be present for Professional Growth? • Brainstorm 4 to 5 characteristics of an environment that supports professional growth…. • Be prepared to share with the group JtE Session 1Slide 24

19. Nature of Professional Learning • Reflection on practice • Collaboration • Self-assessment and self-directed inquiry • Community of learners • Formative assessment JtE Session 1Slide 25

20. Supportive Organizational Structure • Includes released time for mentors and beginning teachers to plan • Supports the demonstration of successful/effective classroom practices • Allows for beginning teachers to observe successful/effective teachers’ practices, and receive feedback • Allows for mentors to observe beginning teachers’ classrooms and provide feedback JtE Session 1Slide 27

21. Supportive Organizational Structure • Determines who will be in the mentor/beginning teacher partnership • Supports the roles and responsibilities of the mentor • Allows for the dissolution of the mentor/beginning teacher partnership. It is critical to monitor partnerships and address mismatches or conflicts as soon as possible. JtE Session 1Slide 28

22. Mentor as a Growth Agent JtE Session 1Slide 18 Journey to Excellence 2007 - 2008

23. The Mentor as a Growth AgentDeveloping Learning Focused Conversations Mentoring Matters Book

25. Goals • To consider mentors roles, responsibilities and intentions as a growth agent. • To define a learning focused relationship as the balance of three functions: Offering Support Creating Challenges Facilitating a Professional Vision

26. Benefits of a Learning Focused Mentoring Beginning teachers benefiting from skilled mentoring are more likely to: • Increase their skills as a problem solver and a decision maker • Engage in professional exchanges regarding improved practice • Remain in the teaching profession

27. Mentoring is like a tattoo because…………………

28. Mentoring as a Growth Agent Three Basic Functions Offering Support Creating Challenges Facilitating a Professional Vision

29. Read and ExampleGet into trios, Select an A, B, C • Everyone Reads A- Verbally Summarize Offering Support p.2 Trio: 3-4 Examples • Everyone Reads B- Verbally Summarize Creating Challenges p. 3 Trio: 3-4 Examples • Everyone Reads C Verbally Summarize Facilitating a Professional Trio: 3-4 Examples Vision p. 4 • Process out as a whole group

30. Balancing the Mentor Role(Banner) • Skillful mentors balance all three • Support alone will provide comfort but may encourage complacency • Challenge without support may increase anxiety and fear of failure. • Support and challenge without a vision may leave us wandering on a journey looking only at the ground beneath us but not the road ahead.

31. Walk-Around Survey

32. Walk-Around Survey • Write on example for each function on the worksheet • Walk-Around the room; surveying others and exchanging examples to complete your worksheets • Return to your table and share your collected information • We will process this as a whole group when everyone has completed.

34. Phases of a first year teacherJigsaw • Count off by 5’s • Regroup with number like colleagues • Individually read your assigned pages • Table group discussion • Create Chart

35. Phases of a first year teacherJigsaw 1’s – Anticipation p. 6 2’s - Survival p. 7 3’s – Disillusionment p. 8 - 9 4’s - Rejuvenation p. 9 5’s - Reflection p. 10-11

36. Phases of a First Year Teacher Worksheet Phase:____________

37. Reflection (Independently and then discuss as a table group) • What are some things you might do to balance support/challenge/vision in your work? • What are some patterns you are aware in your practice?

39. How the book it set up • Each Standard is provided • Breaks down the criteria • Provides a rubric from unsatisfactory to beyond • This book is used in with the Learning Projects

40. ITS 6 – Classroom Management • Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student • Establishes, communicates, models, and maintains standards of responsible student behavior • Develops and implements classroom procedures and routines that support high expectation for student learning • Uses instructional time effectively to maximize student achievement • Creates a safe and purposeful learning environment

41. Standard 6Demonstrates competence in classroom management Criterion A:The teacher creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. JtE Session 2Slide 35

42. ITS 8 – Professional Responsibilities • Adheres to board policies, district procedures, and contractual obligations • Demonstrates professional and ethical conduct as defined by state law and district policy • Contributes to efforts to achieve district and building goals • Demonstrates an understanding of and respect for all learners and staff • Collaborates with students, families, colleagues, and communities to enhance student learning

43. ITS 1 - Supporting District Achievement Goals • Provides evidence of student learning to students, families and staff • Implements strategies supporting student, building, and district goals • Uses student performance data as a guide for decision making • Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student • Creates an environment of mutual respect, rapport, and fairness • Participates in and contributes to a school culture that focuses on improved student learning. • Communicates with students, families, colleagues, and communities effectively and accurately

44. Introduction to the Learning Projects • Assessing Needs • Planning • Implementing • Evaluating

45. Introduce the Learning Projects • Learning Project 1 • Learning Project 6 • Teaching Environment Profile

46. Learning Projects(due dates) • Learning Project 1 -due session 3 • Teaching Environment Profile –due Session 3 • Learning Project 6 - due session 4

47. Teaching Environment Profile • Look at the information requested • Why this will help beginning educators??

48. Learning Project 1 • Directions • Step One – Assessing Needs • The beginning educator completes the Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. • Step Two – Planning • The beginning educator meets with the mentor and shares the Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. The mentor conducts a Goal-Setting Conversation reviewing the inventory and profile. The conversation includes a Goals and Hopes Interview in which the mentor interviews the beginning educator. The mentor may take notes on the Goals and Hopes Interview form. At the conclusion of the interview, the mentor returns the Goals and Hopes Interview form to the beginning educator. • Step Three – Implementation • The beginning educator will keep the interview form for future reference. They will identify future meetings dates and times and discuss other needed issues. • Step Four - Evaluating • The beginning educator reviews these documents with the mentor mid-year and/or near the close of the school year.

49. Learning Project 6 • Step One – Assessing Needs • The beginning educator will discuss with the mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book. • Step Two - Planning • The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options. • The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read.Arrange for your mentor to later observe the class and take notes related to the selected criterion.

50. Learning Project 6 Step Three - Implementing • The beginning educator will carry-out the plan. The beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning's and questions as the plan is implemented. Please consult with your mentor as needs arise. • The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.