Mentor Handbook

1. Mentor Handbook • Modeling • Expectations for • New • Teachers through • Orientation • Reflection • Interaction • Nurturing and • Guidance

2. Handbook Outline • I. Introduction and Goals • Mentor Program Standards • Tips for Mentors • Tips for Beginning Teachers • Tips for Administrators • 2. Cycle of Assistance • 3. Orientation Framework and Resources • 4. Timelines for Beginning Teachers • 5. Timelines for Mentor Teachers • 6. Beginning Teacher Program, INTASC Standards, and IGP • 7. Observation-Based Support • 8. Program Assessment • 9. Mentor Packet • 10. Resources

3. How to Use this Handbook The North Carolina Mentor Teacher’s Handbook is a collection of information and tools to be used by mentors in understanding their responsibilities to beginning teachers and in coaching beginning teachers through various professional growth processes and stages. It is suggested that mentors read the entire handbook prior to working with beginning teachers. The handbook includes a description of what a mentor is and what roles he/she must assume in the guidance of a beginning teacher. Including suggestions for accepting leadership roles, building good relationships and coaching for professional growth, the mentor handbook showcases strategies known to be effective in the development of professional educators. In addition, the handbook outlines and offers suggestions for “best practices” that have proven successful for educators. Observation tools are provided along with sections on reflective practice and on the documentation of the work the mentor does with the beginning teacher. The strength of the mentor and a mentoring program is dependent on the mentor’s commitment to an active role in the development of a successful professional for the future. A mentor may use the tools provided or adapt them to meet the needs of the Beginning Teacher (BT) on an individual, school, or district level

4. MENTORING IS….. Mentoring is the process by which a trusted and experienced person takes a personal and direct interest in the development and education of a younger and less experienced individual. Bennett, 1980 Mentoring is a confidential process through which teachers share their craft knowledge and provide one another with professional companionship, feedback, support, and assistance for the purpose of refining present skills and learning new ones. Guilford County Schools MNTOP Materials

5. Introduction and Goals This handbook is designed to be a guide for new teachers and mentors. The handbook includes mentoring program goals and guidelines. A description of the mentoring process and definitions used in the process is included to help master teachers understand their role as mentors. In addition, are lists of the characteristics of good mentors and the characteristics of good teachers. Mentors are a vital part in the orientation of new teachers. Orientations must provide new teachers the necessary knowledge and skill to be successful in their new role. These skills include those specific on-the-job behaviors that lead to effective performance. That knowledge includes a range of information about the community, the district, the school, and the actual process of teaching. Effective orientations are linked to improved retention, higher performance, and greater job satisfaction. GOALS Department of Education The goal of the Department of Education, in the area of mentor teacher programs is to provide beginning teachers with a structured, planned, and supportive entry into the teaching profession so as to ease their transition from university students to accomplished teachers. North Carolina Department of Instruction The goal of the NC Department of Instruction and the State Board of Education is to further investigate the relationship between well-planned and properly implemented teacher orientation programs, equitable teaching assignments, timely and relevant mentoring programs, and the subsequent success, job satisfaction, and retention rates of beginning teachers. Cleveland County Schools Schools The goal of the Cleveland County Schools is to recruit, develop, recognize and retain a highly qualified and effective workforce.

6. North Carolina Mentor Program Standards • Standard 1: Mentors demonstrate the skills necessary for the establishment of productive helping relationship. • Mentors: • Indicator 1: Identify and address the needs of the novice teacher. • Indicator 2: Employ the characteristics of helping relationships in the support process. • Indicator 3: Recognize the importance of individuals becoming independent as the grow professionally. • Indicator 4: Use strategies to encourage independence through professional growth. • Indicator 5: Convey a genuine regard for the needs of persons being served by a mentoring relationship.

7. North Carolina Mentor Program Standards • Standard 2: Mentors demonstrate effective communication skills. • Mentors: • Indicator 1: Show sensitivity to the needs and feelings of a diverse population being served by a mentoring relationship. • Indicator 2: Use elements of effective communication. • Indicator 3: Recognize and use appropriate non- verbal behaviors. • Indicator 4: Develop effective communication techniques and strategies on a variety of cognitive levels. • Indicator 5: Convey a genuine regard for the needs of persons being served by a mentoring relationship.

8. North Carolina Mentor Program Standards • Standard 3: Mentors demonstrate a working knowledge of mentoring relationships. • Mentors: • Indicator 1: Provide information about alternative support systems, with rationale, for persons in mentoring relationships, including but not limited to mentors, administrators, and cooperating teachers. • Indicator 2: Conduct an initial conference with the beginning teacher. • Indicator 3: Provide guidance and assistance as the novice teacher assumes new roles and responsibilities. • Indicator 4: Provide a variety of growth experiences for the beginning teacher. • Indicator 5: Convey a genuine regard for the needs of persons being served by a mentoring relationship.

9. North Carolina Mentor Program Standards • Standard 4: Mentors demonstrate knowledge of the diverse roles of mentoring relationships. • Mentors: • Indicator 1: Plan jointly with persons in a mentoring relationship. • Indicator 2: Assist the new or beginning teacher in analyzing observation data and identifying teaching behaviors needing change. • Indicator 3: Create an awareness of the resources available in the school, community, local education agency, and the institutions of higher education. • Indicator 4: Work collaboratively with the school, community, local education agency, and institutions of higher education to plan experiences for persons being served by a mentoring relationship.

10. North Carolina Mentor Program Standards • Standard 5: Mentors demonstrate an understanding of concepts of the adult as a learner. • Mentors: • Indicator 1: Describe the ways in which adults identify and solve problems. • Indicator 2: Identify the implications of adult conceptual development for the mentoring relationship.

11. North Carolina Mentor Program Standards • Standard 6: Mentors demonstrate the ability to utilize appropriate instruments and strategies for promoting growth in the beginning teacher. • Mentors: • Indicator 1: Clarify the role of observation and evaluation. • Indicator 2: Use appropriate data collection strategies and instrument for the purpose of identifying areas of strengths and areas needing improvement. • Indicator 3: Use the coaching cycle to promote growth. • Indicator 4: Assist in the development of a formal Individual Growth Plan, based upon knowledge of the INTASC standards. • Indicator 5: Understand and communicate state evaluation and licensure requirements.

12. North Carolina Mentor Program Standards • Standard 7: Mentors demonstrate the ability to assist beginning teachers in developing and utilizing materials and techniques for instructional presentations. • Mentors: • Indicator 1: Help beginning teachers relate course objectives to the North Carolina Standard Course of Study. • Indicator 2: Help beginning teachers develop and implement units of study and lesson plans that relate to content goals and to the needs and interests of diverse learners. • Indicator 3: Help beginning teachers provide opportunities for students to work collaboratively and to solve problems. • Indicator 4: Help beginning teachers work collaboratively in the school community, supporting the school improvement plan.

13. North Carolina Mentor Program Standards • Standard 8: Mentors demonstrate the ability to assist beginning teachers in applying learning theory and research to plan and implement effective classroom instruction. • Mentors: • Indicator 1: Help beginning teachers evaluate and use varied resources in instructional activities to meet diverse learning styles. • Indicator 2: Help beginning teachers design long and short-range plans based on the disaggregating of student assessment information and the needs of the diverse student population.. • Indicator 3: Help beginning teachers identify and use appropriate school and community resources. • Indicator 4: Help beginning teachers use a variety of formal and informal assessment strategies to measure student learning.

14. Mentoring Matters- the Beacon www.learnnc.org/newlnc/beacon The purpose of the NC mentor program is to assist beginning teachers through the induction phrase of teaching. The five purposes for teacher induction programs are: 1. To improve teaching performance and collegiality • 2. To increase the retention of promising beginning teachers • 3. To promote the personal and professional well-being of beginning teachers • 4. To satisfy mandated requirements for induction and/or licensure, and • 5. To transmit the culture of the system to beginning teachers.

15. To reach these goals, the skills of mentors must be enhanced to successfully help beginning teachers. Mentors need the following: • Commitment:Mentors must want to help others, want to share ideas and materials. They should be at a stage where they want to continue the cycle and give back to the profession. • Training:Mentors need to be knowledgeable about the state’s induction and licensure requirements. They also need training in working with adult learners, active listening, cognitive coaching, and the reflecting process. • Time: Mentors not only need to have some time to spend with the beginning teacher, they also need time to develop their practice as mentors. They need opportunities to examine their beliefs about teaching and time to discuss the dilemmas and problems that arise in the course of mentoring. This helps contribute to the “culture of mentoring” in which teacher work together to improve. • Support: Mentors need support from the school administration, from other mentors, and from other teachers in the school.

16. Tips for Mentors

17. Providing Leadership Characteristics of Effective Mentors • Knowledge of their Field • Earned Respect of Colleagues • Work Ethics The Role of the Mentor • Be a Role Model by: • Be a Helper by: • Be a Colleague by:

18. The role of a MENTOR is so important to the success of a beginning teacher. Mentors are role models, helpers, and colleagues. Here are some specific ways a mentor can fulfill these roles • Display a positive attitude. • Give of your time and support. • Share resources, materials, teaching strategies,and ideas. • Actively LISTEN! • Practice and encourage reflective thinking. • Be a lifelong learner. • Be a leader who guides and sets examples. • Be a motivator who encourages and challenges. • Be an assessor who recognizes growth. • Be someone who cares and wants to help by sharing your wisdom and “tricks of the trade.” • Be an advocate for the beginning teacher and profession.

19. Mentoring in Challenging Situations • Mentoring Out of Area or Grade Level • Mentoring at a Distance • Mentoring Multiple Beginning Teachers • Mentoring Experienced Teachers New to the System • Mentoring Lateral Entry Teachers • Mentoring Mismatches: Incompatible Personalities or Philosophies

20. Tips for Beginning Teachers • Ask for a mentor if one is not assigned to you right away. • Don’t be afraid to ask for help…then listen to the advice given. • Take classes or professional development workshops. • Keep current with best teaching practices. • Observe other teachers, taking time to reflect and grow in your teaching practices. • Read resources intended for new teachers. • Join professional organizations. • Steer clear of gossipers, whiners, and complainers. • Take care of yourself!

21. Tips for Administrators • Assign a mentor for each beginning teacher as soon as possible. • Provide the beginning teacher with a reasonable class assignment and schedule. • Provide needed resources. • Visit each beginning teacher’s classroom frequently and informally. Provide feedback on these visits. • Provide time for beginning teachers to network, observe, and collaborate with other colleagues. • Encourage and provide opportunities for professional development for beginning teachers.

22. The strength of a mentoring program is for everyone to commit to an active role in the development of a successful professional for the future!

23. Cycle of AssistanceTeacher-Mentoring Process • Phase 1: Developing the Relationship • Phase 2: Determining the Mentoring Content • Phase 3: Applying Effective Styles and Strategies • Phase 4: Disengaging the Relationship

24. Building a Mentoring Relationship • Phase 1: Developing the Relationship • Since mentor teachers are assigned to beginning teachers, it is important at the outset that mentor teachers get to know their proteges as individuals and to develop trusting professional relationships. • INTRODUCTION -Build Awareness • FOUNDATION -Gather Factual Knowledge • ORIENTATION -Develop Comfort/Belonging • Phase 2: Determining the Mentoring Content • COLLABORATION • Smooth the Start:: Mentor as Giver • PROFESSIONAL FRAMEWORK • Mentor as Model • PERSONAL FRAMEWORK • Mentor as Trusted Friend

25. Odell identified categories of support that are needed by beginning teachers. • Mentors should give the teacher “system information” related to procedures, guidelines, or expectations of the school district. • Mentors should be a resourcefor the new teacher by helping the beginning teacher collect, disseminate, and locate materials. • Mentors should give their new teacher guidance and ideas that are related to discipline and managing students. • Mentors should offer new teachers information about organizing and planningthe school dayand writing lesson plans. • Mentors should help new teachers by arranging, organizing, and/ or analyzing the classroom environment, including the physical setting of the classroom. • Mentors should demonstrate to the new teacher how to be an effective classroom teacher.The mentor should always find time for offering assistance. • Mentors should give help and share ideas to the teacher related to conferences and working with parents.

26. PHASE 3: Applying Effective Styles and Strategies • There are “styles of mentoring” that relate to the degree of responsibility that mentor teachers assume for the growth of beginning teachers. • One continuum moves from the RESPONDER MENTOR who only offers help directly asked for by the beginning teacher to the INITIATOR MENTOR who assumes full responsibility for initiating interactions and offering unsolicited support. • The preferred strategy for mentors to apply is an interactive strategy where mentors raise questions about teaching and thus guide beginning teachers to analyze and reflect on the questions raised. This results in a “THINKING TOGETHER” about teaching.”

27. Phase 4: Disengaging the Relationship • There is not an optimal duration for a mentoring relationship although most programs are designed no more than the first three years of teaching. The goal is to terminate when the beginning teacher becomes self-reliant as an instructional leader in the classroom. • The mentor needs to prepare the beginning teacher to disengage from the relationship by helping him or her to establish support networks with other teachers. This transition from mentor-teacher support to colleague-teacher support is accomplished more smoothly if mentor teachers have made their beginning teacher aware of the resources available in the school system.

28. Introduction………… Foundation…………. Orientation………….. Collaboration……….. Professional Framework…………. Personal Framework Professional Development……….. Transformation…….. Build Awareness Gather Factual Knowledge Develop Comfort and Belonging Mentor as Giver Mentor as Model Mentor as the Friend Mentor as the Guide, and Challenger Mentor-Partner Interdependence BUILDING A MENTORING RELATIONSHIP“A Working Model of the Process”

29. Levels of Help in the Mentoring Relationship M Mbt MBT mBT P Level 1 Level 2 Level 3 Level 4 Level 5 • Level 1: M Mentor (M) is the leader. • Level 2: Mbt beginning teacher (bt) becomes active in the relationship. • Level 3: MBT Mentor (M) and Beginning Teacher (BT) share and plan • Level 4: mBT mentor (m) delegates to Beginning Teacher (BT) • Level 5: P beginning teacher moves to professional (P) • Adjustment to the School • Adjustment to the New Role • Adjustment to the School System • Adjustment to the Community

30. Prescription Role Playing Oral Planning Modeling Replay Visualization Expansion Dialogue Rehearsal Direct Feedback Strategy Sharing Sense Making Anticipating Problems Problem Solving through Personal Story Telling Alternative Strategy Mentoring Processes

31. Leadership Style Inventory

32. Different Leadership Styles • Direct Informational Style • Collaborative Style • Nondirect Style

33. Assumptions about Change • CHANGE IS ... • … a process, not an event. • … made by individuals first, institutions second. • … a highly personal experience. • … developmental. Growth in feelings and skill are associated with change. Interventions must relate *First to people... *Secondly to the innovation.

34. Phases of First Year Teachers • Anticipation Phase • Excited but anxious • Ready to conquer the world of teaching • Survival Phase • Can I really do this? • Making it from one day or one activity to the next... • Frustration... • I feel like giving up... • Disillusionment Phase • Maybe I shouldn’t have become a teacher... • I can’t seem to do anything right… • I’ll never get control of this class.. • Rejuvenation Phase • Beginning to see the light at the end of the tunnel… • Self-confidence is rising…. • Sense of relief at being halfway there….. • Reflection Phase • I made it!! • Plan ahead for next year. • Sense of pride and satisfaction. • Anticipation Phase • Excited but anxious • Ready to face and conquer the second year of teaching.

35. Phases of First Year Teachers

36. Stages of Concern • 6 Refocusing • 5 Collaboration • 4 Consequences • 3 Management • 2 Personal • 1 Information • 0 Awareness

37. Assessing Stages of Concern INDEPENDENT AND GROUP ACTIVITY

38. Stage 0 acknowledge legitimacy and appropriateness of concern share information to arouse interest tie change to an area in which the person is involved encourage discussion with others make materials and strategies available and model their use State 1 share information about the strategy provide information about how the present procedure(s) differ from the new strategy express enthusiasm about strategy and identify others involved with the strategy state realistic expectations Examples of Interventions for Each State of Concern

39. Stage 2 establish rapport and express encouragement and assurance through conversation and notes offer to assist encourage without pushing “chunk down” the change into easy-to-manage parts legitimize the expression of personal concern State 3 establish a collegial group of participates for mutual support offer assurance that concerns can be resolved show how the change aligns with priorities have others share related ideas and strategies demonstrate or provide a “hands-on” practice experience set a timeline for accomplishments of tasks

40. Stage 4 encourage and reinforce regularly share written information about topics of interest advertise, brag, show off success give others a chance to share successes reward with professional development opportunity Stage 5 arrange opportunities for collaboration ask them to assist others encourage recognition by supervisors encourage collaboration outside the system

41. Stage 6 focus their energy on productive modifications encourage them to assist others involve them as leaders or trainers of others allow them tomake modifications or to pilot change Hitting the Target Takes Team Work

42. WHAT CAN GO WRONG • Perceptions that needs are not met • Beginning teacher or mentor commit, but do not follow through • Conflicting personalities • Differences in: • philosophy / beliefs • teaching style • priorities • expectations • work ethic • personality

43. Pitfalls of Mentoring • Overextending • Proceeding without clarification of the mentor’s role from administration from the new teacher • Assuming too much responsibility for the new teacher • Underutilizing professional growth because of lack of opportunity, insufficient resources, or inadequate time

44. Orientation Framework • Welcome Letter • System Orientation • Beginning Teacher Induction Program • Lateral Entry (10 Days) • School-Based Orientation • Beginning Teacher, Mentor, Principal • Follow Up Support /Staff Development Opportunities • Mentoring assistance first three years • On-going observations, support, and feedback • Individual Growth Plan • Follow-up staff development • Celebrations

45. School-Based Orientation Checklist

46. Building Supportive RelationshipsGetting to Know Your Beginning Teacher

47. Guidelines for Getting-to-Know-You Conference • A. Conditions to consider when planning the conference: • B. Suggested topics to discuss:

48. Getting-to-Know-You Conference Preparation • This can be completed by your Beginning Teacher before the conference time.

49. After the First Days After the first days of school, new teachers may need to ask questions that they had not anticipated prior to entering the classroom. The mentor should be available and supportive of the beginning teacher, not only in answering questions but also in offering emotional support. It is imperative that mentoring be an on-going process of professional development punctuated by REGULARLYSCHEDULED MEETINGS with the beginning teacher. After allowing the beginning teacher a few days with students, the mentor should plan an initial classroom observation. From this point forward, the mentor should evolve from answer-provided and guide to coach. COACHING… • builds teaming and community • promotes thoughtful decision-making and reflection • supports instructional change • develops a teacher’s sense of resourcefulness COACHING REQUIRES THAT… • a trusting relationship be established between the parties involved • time is allotted for preparation and reflection • mentor/beginning teacher roles are clearly defined • effective listening skills are in place • strategic questions that promote thinking are used • data collection is provided along with thoughtful feedback

50. Tools and Timelines for Beginning Teachers • …I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is MY response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized. • Haim Ginott