New Teacher Mentors & Friends

1. New Teacher Mentors & Friends Nancy Sharpe Strawbridge Principal nstrawbridge@walton.k12.ga.us 2008

2. What we hope to accomplish this year. . . . . . unprecedented retention of exceptional teachers (or teachers with the potential to be exceptional) . . . a good experience for you. . . the mentors! Nancy Sharpe Strawbridge

3. A snapshot of our new teachers. . . • more than 100—not as many as last year • many are experienced • many are from neighboring school systems—Barrow, Newton, Gwinnett, DeKalb, Rockdale Nancy Sharpe Strawbridge

4. Why are you here? • “you may be the only reason a beginning teacher stays beyond the first year or two—you may be the difference between someone leaving our profession or becoming a master teacher” • Research has found that novice teachers working with mentors possess higher levels of teaching skills than new teachers without mentors (Evertson & Smithey, 2000). Nancy Sharpe Strawbridge

5. What matters to new teachers. . . • the opportunity to observe other teachers • common planning time with other teachers in their grade/area • assigning new teachers to smaller classes, • holding new teacher orientation prior to the start of school • providing constructive feedback based on non-evaluative classroom observations • assigning mentors to new teachers Andrew, Gilbert, & Martin. The First Years of Teaching: Disparities in Perceptions of Support (2006) Nancy Sharpe Strawbridge

6. What makes a good mentor? • Commitment • Intelligence • Good oral and written communication skills • Ability to accept the beginning teacher—the ability to ask the right questions, not just provide answers • Ability to accept multiple alternative solutions to simple and complex problems • Skilled at providing instructional support • Interpersonal skills in a variety of contexts • Model for continuous learning • Ability to communicate optimism and hope Nancy Sharpe Strawbridge

7. As a mentor, you may be an. . . • Advisor—providing useful information; offering social and emotional support • Role model—showing your protégé how to succeed in your school and the school system • Coach—helping your protégé to work through and solve problems and accomplish goals; teaching him/her how to “decode” your school’s culture • Supporter—promoting your protégé and giving him/her access to your professional network • Friend—assisting a new teacher in finding his/her way in Walton County Nancy Sharpe Strawbridge

8. Important stuff. . . • General orientation and procedural things—how things work around your building • The Media Center and teacher work areas • Supplies, machines, finding what is needed, ordering procedures • Safety drills—fire, tornado, etc. • Attendance, leave requests, AESOP • Lunch—when and where . . . the bathroom! Nancy Sharpe Strawbridge

9. Really important stuff. . . • Getting ready for students • Planning for the first few weeks • Discipline procedures • Communicating with parents • Learning-focused schools strategies • The Georgia Performance Standards • Working with instructional coaches, grade & department chairpersons • Pyramid of intervention, IEPs, grading, etc. • Site specific information Nancy Sharpe Strawbridge

10. Really, really important stuff. . . • How do you do things around here? • What are the unique things about the culture of your building? your principal? your students? your school community? • The importance of high quality teaching ALL THE TIME. • Helping your protégé to succeed in your building—teaching assignments, assigned students, “reading between the lines?” Nancy Sharpe Strawbridge

11. Expectations. . . • Ongoing and often personal contact throughout the school year—minimum of 15 hours quarterly to receive stipend and/or PLUs • Mentor training (today) • Create a written Action Plan for the first month of school • Contact log (required of mentors, optional for buddies) • Minimum of 3 observations of protégé (one based on GTEP) Nancy Sharpe Strawbridge

12. Follow-up—new this year. . . • Follow-up will be informal—2 brief reflections each semester from you to me (submit through e-mail: nstrawbridge@walton.k12.ga.us) • These reflections should be a page or less (word document attachment), submitted in September, November, February and April, and communicate: • what is working and what is not in your relationship with your protégé (confidentiality considerations), • what you are gaining from being a mentor, and • something to celebrate! Nancy Sharpe Strawbridge

13. “The difference between a beginning teacher and an experienced one is that the beginning teacher asks, `How am I doing?’ and the experienced teacher asks, `How are the children doing?’” Nancy Sharpe Strawbridge

14. Resources • The 21st Century Mentor’s Handbook—Paula Rutherford • Why Didn’t I Learn This in College—Paula Rutherford • The First Days of School—Harry Wong • The Everything New Teacher Book—Melissa Kelly • 101 “Answers” for New Teachers and Their Mentors—Annette L. Breaux • What Successful Mentors Do—Hicks, Glasgow & McNary • Teachers Mentoring Teachers—John Daresh Nancy Sharpe Strawbridge

15. References • Barnett, B. (May, 1995). Developing Reflection and Expertise: Can Mentors Make a Difference? Journal of Educational Administration, 33(5), pp. 45-59. • Bluestein, J. (ed.) (1995). Mentors, Masters and Mrs. MacGregor: Stories of Teachers Making a Difference. Deerfield Beach, FL: Health Communications, Inc. • Codell, E.R. (1999). Educating Esme: Diary of a Teacher’s First Year. Chapel Hill, NC: Algonquin Books. • Daresh, J.C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring. Corwin Press, Inc. • Gower, R. & Saphier, J. (1997) The Skillful Teacher: Building Your Teaching Skills. Acton, MA: Research for Better Teaching. • Holloway, J.H. (May, 2001). “The Benefits of Mentoring.” Educational Leadership, 58(8), republished with permission ASCD. • Kilbourn, B. & Roberts, G. (1991) “May’s First Year: Conversations with a Mentor.” Teachers College Record, 93(2), pp. 252-264. • Rowley, J.B. (May, 1999). “Supporting New Teachers.” Educational Leadership, 56(8), pp. 20-22. Nancy Sharpe Strawbridge