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Mentoring New Teachers

Mentoring New Teachers. Toby Boss ESU 6. Description. Mentoring is a process by which a trusted and experienced person takes a direct professional and personal responsibility for facilitating the growth and development of a less experienced individual.

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Mentoring New Teachers

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  1. Mentoring New Teachers Toby Boss ESU 6

  2. Description • Mentoring is a process by which a trusted and experienced person takes a direct professional and personal responsibility for facilitating the growth and development of a less experienced individual. • Grand Island Public Schools Mentor Program

  3. Five Phases • Anticipation • Survival • Disillusionment • Rejuvenation • Reflection • Ellen Moir – Santa Cruz New Teacher Project

  4. Phase 1: Anticipation • Begins at student teaching and generally lasts through the first few weeks of school. • Characterized by excitement and anticipation and romanticizing the teachers role in making a difference for students.

  5. Phase 2: Survival • Begins after the first few weeks of school • Teachers are caught off-guard by the demands of the job and are struggling to keep their heads above water. • They tend to focus on managing the day to day routines and have little time for reflection. • Without developed lessons, the work week can stretch to 70 hours as the continually prepare lesson plans to just stay ahead

  6. Phase 3: Disillusionment • Begins at about 6-8 weeks. • Teachers question their competence and their commitment, and often experience illnesses • Teachers are faced with P-T conferences, evaluations and other milestones that place them in high stress situations. • They often have classroom management issues • Teachers face pressures from their own families as teaching life takes precedence over family life

  7. Phase 4: Rejuvenation • Usually begins in January after the winter break. • The time off has allowed them to reflect, organize, and re-establish their health and social/family connections • Many feel a sense of relief that they have made it half-way through the year – and they better understand the system and have developed new coping mechanisms • Usually lasts until later in the spring

  8. Phase 5: Reflection • Usually begins in May as the teachers look back on the year • The teacher thinks about changes they might make to the next year in relation to management, curriculum and instruction • The teacher develops a vision for what their second year will look like.

  9. Types of Teachers • High Will/Low Skill • High Will/High Skill • Low Will/Low Skill • Low Will/High Skill Robyn Jackson www.mindstepsinc. 2008

  10. New Teachers • High Will/Low Skill: • They are excited about teaching and sincerely want to do what is best for their students • Lack the pedagogical and/or content knowledge they need to be successful • They are willing to learn; they need to be pointed in the right direction • Often struggle in three areas: • lesson planning, classroom management, content knowledge

  11. Strategies • Review the strategies on the handout. • Which ones would you recommend for new teachers?

  12. Instructional Strategies • Share research and best practices focused on the particular instructional strategy or strategies that need to be addressed. • Consider a focus on a few instructional strategies that will make the teacher successful.

  13. The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

  14. Lesson Segments • “Thin slices” of instruction • Those involving routines • Those involving content • Those enacted on the spot

  15. The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching

  16. The Art and Science of Teaching Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 16 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

  17. Routine Segments • Communicate learning goals • Track student progress • Celebrate success • Establish classroom rules and procedures • Organize the physical layout of the room

  18. Focus on Routines • What are some key routines and procedures teachers need to establish in a classroom? • Attention and Refocus Signal • Transition Signal • Strategies to group and re-group learners

  19. Cognitive Routines • Critical for getting students to interact with content we want them to learn… • Cognitive routines are critical routines for learning at all ages…

  20. Grouping Students • Elbow Partners • Close Partners • Across the room partners • Clock/Season/Birthday Partners

  21. Attention and Refocus Signal • We will move to the front and center of the room. • Common Location and Visual Clue • Announce 30 seconds remaining in the activity. • Verbal Clue • Count down from 5to 0 • Verbal Wrap-Up • At 0 everybody is seated and ready to continue • Clear Expectation • If anyone isn’t ready, We Will Wait • The Power of Silence and Peers

  22. The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 22

  23. Content Segments • Interact with new knowledge • Practice and deepen content • Generate and test hypothesis

  24. If the segment involves new knowledge what do you expect to see? • Previewing activities • Identify critical information • Info presented in small chunks • Students processing each chunk in small groups • Students summarizing and taking notes after content has been introduced • Students reflecting on their learning

  25. If the segment involves knowledge practice and deepening activities, what do you expect to see?

  26. Students Engaged in: • Practicing skills, strategies, and processes • Examining similarities and differences • Comparing/contrasting, • Classifying, • Creating analogies and metaphors • Identifying Errors in Thinking • Using homework • Guided and independent practice • Cooperative learning activities • Revising knowledge • Reviewing/revising notes so they are useful to students and add clarity to understanding.

  27. Process • Planning • Routines and instructional strategies • Execution • Reflection on successes and challenges • Modeling • Let them see experts

  28. Suggested Activities • Try to meet once a week • Build a relationship

  29. September • Get acquainted • Discuss routines and procedures • Discuss grading procedures • Plan for video self reflection • Set one instructional goal

  30. October • Reflect on routines • What is working? • What should be changed? • New teacher observe mentor • Develop a sub folder • Establish plans for communicating with parents • General classroom • Individual student progress • Prepare for PT conferences

  31. Three Cs • Consulting • Collaborating • Coaching • Early on – consulting and collaborating • Coaching will come later

  32. Support Plan • What will you do to: • Build a strong relationship? • Help them reflect?

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