project p.a.c.e. mentor training orientation

1. Project P.a.C.E. Mentor Training Orientation

2. Beginning Teachers Want Support Beginning teachers said that they wanted observation and feedback. Beginning teachers said they most needed support in: Curriculum and instruction and Discipline management techniques. Review the points on the slide. After this have participants list challenges the new teacher faces and prioritize them. Source: Charles A. Dana Center. 2002. Texas Beginning Educator Support System evaluation report for year three, 2001-02. Austin, TX: State Board for Educator Certification. Review the points on the slide. After this have participants list challenges the new teacher faces and prioritize them. Source: Charles A. Dana Center. 2002. Texas Beginning Educator Support System evaluation report for year three, 2001-02. Austin, TX: State Board for Educator Certification.

3. Beginning Teachers Most Often Report These Challenges: 9. Relations with colleagues 8. Students� personal problems 7. Insufficient materials and supplies 6. Evaluating student work 5. Planning class work 4. Parent relations 3. Dealing with individual differences 2. Motivating students 1. Classroom discipline Use this slide to validate the participants� thinking. Each item on the list will appear as you hit enter or right click with the mouse. Source: Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research 54 (2):143-78. The research is old � we are trying to update this with our current interns. Use this slide to validate the participants� thinking. Each item on the list will appear as you hit enter or right click with the mouse. Source: Veenman, S. 1984. Perceived problems of beginning teachers. Review of Educational Research 54 (2):143-78. The research is old � we are trying to update this with our current interns.

4. Research has validated much of what you already know about beginning teachers, as the last activity showed. Now we are going to look at some documented models of the phases and stages that beginning teachers typically experience. The Phases of Teaching chart is from Ellen Moir�s research. Moir found that beginning teachers go through some very predictable phases. They start out the year very excited, however, by November or December, that excitement turns into disillusionment. Eventually, moving towards spring break, they begin to perk up and rejuvenate. With the end of the year in sight, most beginning teachers start to think about the next year and how they can improve their instruction and be more effective with their students. Source: Moir, E. 1991. A guide to prepare support providers for work with beginning teachers: Training module. In New teacher success: You can make a difference, ed. S. Garmston and C. Bartell. Riverside, CA: California Department of Education and Commission on Teacher Credentialing.Research has validated much of what you already know about beginning teachers, as the last activity showed. Now we are going to look at some documented models of the phases and stages that beginning teachers typically experience. The Phases of Teaching chart is from Ellen Moir�s research. Moir found that beginning teachers go through some very predictable phases. They start out the year very excited, however, by November or December, that excitement turns into disillusionment. Eventually, moving towards spring break, they begin to perk up and rejuvenate. With the end of the year in sight, most beginning teachers start to think about the next year and how they can improve their instruction and be more effective with their students. Source: Moir, E. 1991. A guide to prepare support providers for work with beginning teachers: Training module. In New teacher success: You can make a difference, ed. S. Garmston and C. Bartell. Riverside, CA: California Department of Education and Commission on Teacher Credentialing.

5. Phases of Teaching Revisited The red dashed line represents the attitudes of beginning teachers when they receive the proper support. TxBESS supported beginning teachers go through the same stages as unsupported beginning teachers; however, the lows are not as low, nor do they last as long.The red dashed line represents the attitudes of beginning teachers when they receive the proper support. TxBESS supported beginning teachers go through the same stages as unsupported beginning teachers; however, the lows are not as low, nor do they last as long.

6. Keys to Relationship Building Establish mutual trust and understanding. Meet regularly. Foster learning in each other. Maintain confidentiality. Explain unwritten school rules. Set protocol for contact outside of school day. Foster learning in one another. Part of the mentor�s job is to build a relationship with the beginning teacher. Mentors meet regularly with their beginning teachers, and they maintain daily contact with each other during the first two weeks of school. These two weeks may be when the beginning teacher needs the most assistance. Throughout the rest of the first semester, mentors and beginning teachers meet twice weekly. For the remainder of the school year, the pair should try to meet at least once a week. One important factor for establishing a relationship of trust is to make sure that these meetings remain confidential. .Part of the mentor�s job is to build a relationship with the beginning teacher. Mentors meet regularly with their beginning teachers, and they maintain daily contact with each other during the first two weeks of school. These two weeks may be when the beginning teacher needs the most assistance. Throughout the rest of the first semester, mentors and beginning teachers meet twice weekly. For the remainder of the school year, the pair should try to meet at least once a week. One important factor for establishing a relationship of trust is to make sure that these meetings remain confidential. .

7. Ground Rules for Relationships Agree on: Scheduled meeting times and places, Best means of contact for questions as they arise, and Preferred means/times of contact outside of the school day.

8. Time Issues Reported by Beginning Teachers Catching up on paperwork Classroom cleanup Displaying student work Faculty and other meetings Finding instructional resources Grading papers Lesson planning Modifying lessons Preparing for parent conferences Record keeping Student routines and procedures Tutoring Time is one of the most valuable resources for all of us. This is especially true for beginning teachers who are doing many of these things for the first time. While these activities have become routine for veteran teachers, they are not yet routine for beginners. Mentors may share and model time management strategies with beginning teachers by helping them prioritize paperwork and involve students in daily classroom responsibilities. Time is one of the most valuable resources for all of us. This is especially true for beginning teachers who are doing many of these things for the first time. While these activities have become routine for veteran teachers, they are not yet routine for beginners. Mentors may share and model time management strategies with beginning teachers by helping them prioritize paperwork and involve students in daily classroom responsibilities.

9. Additional Techniques for Management Provide examples of letters to families/caregivers. Explain when to contact families/caregivers. Identify methods for documenting family/caregiver contact. Explain written progress report forms and procedures. Mentors help beginning teachers with ideas related to conferencing or working with families/caregivers. Mentors start by giving examples of introductory letters to families/caregivers that might include information about the grading system, necessary school supplies, and special dates and events. Then they explain the school and district policies about when to contact families/caregivers. For instance, your school might require family/caregiver contact if a child is doing poorly in a class, if homework is late, or if there are discipline problems. In addition, teachers might want to phone families/caregivers if a student is doing well. Further, mentors should share methods for documenting contact and explain formal progress reporting and procedures.Mentors help beginning teachers with ideas related to conferencing or working with families/caregivers. Mentors start by giving examples of introductory letters to families/caregivers that might include information about the grading system, necessary school supplies, and special dates and events. Then they explain the school and district policies about when to contact families/caregivers. For instance, your school might require family/caregiver contact if a child is doing poorly in a class, if homework is late, or if there are discipline problems. In addition, teachers might want to phone families/caregivers if a student is doing well. Further, mentors should share methods for documenting contact and explain formal progress reporting and procedures.

10. Additional Techniques for Management Share a few guidelines for expected behavior in the classroom. Provide ideas for positive reinforcement. Assist in setting goals and determining consequences. Help the beginning teacher identify when to write a referral or contact families/caregivers. Beginning teachers need support with student discipline. Mentors provide guidance and share ideas related to managing students. Beginning teachers need support with student discipline. Mentors provide guidance and share ideas related to managing students.

11. In Summary: Year-long Mentoring Guidelines Meet regularly throughout the year. Obtain release time to work together. Build a relationship of trust. Use the TxBESS Framework to guide discussions on teaching and learning. Help with non-instructional responsibilities. Some of this is just-in-time mentoring. Some needs can be anticipated, while others are addressed as the need arises. Summarize the points on the slide. Refer to the Expectations Timeline as a helpful reminder of when beginning teachers need specific kinds of information and guidance.Some of this is just-in-time mentoring. Some needs can be anticipated, while others are addressed as the need arises. Summarize the points on the slide. Refer to the Expectations Timeline as a helpful reminder of when beginning teachers need specific kinds of information and guidance.

12. Expectations TimelineSuggestions Utilize the provided timeline as a resource reference for ongoing support this year. Provide a copy of the timeline to all in attendance.Provide a copy of the timeline to all in attendance.

13. TxBESS Framework The TxBESS Framework represents a single cycle of teaching divided into 4 clusters. Use your copy of the TxBESS Framework as a guide for discussion with your P.a.C.E. intern. Go over each performance standard as we did with interns on August 8. Go over each performance standard as we did with interns on August 8.

14. Mentor Details Complete the mentor commitment form Complete your W9 form Maintain a mentor log of contact hours both semesters Accrue a minimum of 15 contact hours per semester Maintain email contact with your intern�s P.a.C.E. field supervisor Announce that these forms should be completed at this evening�s seminar and turned in to you.Announce that these forms should be completed at this evening�s seminar and turned in to you.