This training, funded by a grant from the Wisconsin Department of Instruction, is designed to meet legislative requirements for beginning teachers to be paired with trained mentors. Through collaborative efforts with the New Teacher Center, participants will develop essential skills and strategies for creating a supportive environment that fosters professional growth and retains high-quality educators. The agenda includes research insights on mentoring, building trusting relationships, and utilizing effective communication tools. Join us to enhance your mentoring skills and improve teacher effectiveness.
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Credits This training is available through a grant from the Wisconsin Department of Instruction. It is the collaborative work of:
Resources and Research Foundations in Mentoring, New Teacher Project, http://www.newteachercenter.org, Santa Cruz, CA Freedom Writers. Dir. Richard LaGravenese. Perf. Hilary Swank. IMDb. IMDb.com, n.d. Mentoring Conversations. New Teacher Center, 2013. DVD. Mentoring Handbook Stronge. James H., Ph.D., CESA 6 Teacher Performance Evaluation System , Research Synthesis of CESA 6 Teacher Evaluation Standards, May 2012. Teacher Education, Professional Development & Licensing." Teacher Education, Professional Development, and Licensing. Wisconsin Department of Instruction.
Our beliefs This training is intended to meet the state legislative PI 34 requirements stating all beginning teachers must be provided with a “trained” mentor who is a licensed educator. When implemented with fidelity, this professional learning represents the core requirements to assist mentors in providing quality support to initial educators. Ongoing mentor support is recommended.
Agenda Welcome Introductions Research & Mentoring PI 34 Overview Vision for Quality Teaching Building a Trusting Relationship Beginning Teacher Needs & Mentor Roles Collaborative Conversations Closure
Training Outcomes • Develop the foundations to create professional growth environments for developing and retaining high quality educators • Recognize and practice the attitudes, behaviors, and skills of effective mentors & coaches in a culture of learning • Become confident in the use of various tools that support an integrated system of support for initial educations
Why mentoring? “Many urban districts lose half their new teachers within their first five years of teaching. High attrition rates among new teachers may lower student achievement if it is the most effective teachers who leave and teachers improve most during their first years in the classroom.” Learning About Teacher Effectiveness: The SDP Human Capital Diagnostic, http://www.gse.harvard.edu
Effect on student achievement Stronge. James H., Ph.D., CESA 6 Teacher Performance Evaluation System , Research Synthesis of CESA 6 Teacher Evaluation Standards, May 2012.
Annual Student Achievement Gains Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W.; Retrieved from: http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf
Mentors as Effective Educators: Spillover Effect Highly-able teachers can impact the achievement in surrounding teachers’ classes who are working with the highly effective teacher. Student achievement goes up as much as 10-20% of the amount that would be occurring in that effective teacher’s class. Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
When mentoring programs thrive, schools systems are also more likely to develop a comprehensive vision for assessing and supporting instructional excellence . . . More important, they have a much greater chance of transforming their schools into vibrant learning communities capable of helping all teachers, and all students, succeed. DaraBarlin is the associate policy director of the New Teacher Center, a national, nonprofit teacher-development organization with headquarters in Santa Cruz, Calif. She is a co-author, with Ellen Moir, Janet Gless, and Jan Miles, of New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness (Harvard Education Press, 2009).
Handout Standards, Standards, Standards Use the SMART
Defining Effectiveness If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert professional? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
Building a Trust Relationship The fundamental success of every mentor is the relationship he/she builds with the beginning teacher. Think-pair-share: Visualize a conversation with your mentor. How was trust built with your mentor?
Ground Rules for Building Trust Confidentiality Open Communication Listening Body Language Establishes professional norms of inquiry into and reflection upon practice Not a summative evaluation
Mentoring Conversations Seven mentor conversations in New York City public schools, including five different mentors and five first-year beginning teachers. A number of the mentor conversations are connected to an actual classroom lesson observed by the mentor.
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