An Innovative Mentoring Program for New An Innovative Mentoring Program for New School CounselorsSchool Counselors

Presented ByPresented By

Dr. Janice E. Ward Dr. Janice E. Ward jward@semo.edujward@semo.edu

Dr. Marci Dowdy Dr. Marci Dowdy mdowdy@spsmail.orgmdowdy@spsmail.org

Kyle Heislen Kyle Heislen kyle.heislen@dese.mo.govkyle.heislen@dese.mo.gov

ASCA 2007; Denver, CO.ASCA 2007; Denver, CO.

New School Counselor Mentoring New School Counselor Mentoring ProgramProgram

In Partnership with theIn Partnership with theMissouri Department of Elementary & Missouri Department of Elementary &

Secondary Education, Secondary Education, Missouri Division of Career Education, and Missouri Division of Career Education, and

Missouri School Counselor Association Missouri School Counselor Association

Our Roles In the Mentor ProgramOur Roles In the Mentor Program

Janice Ward, Mentor Chair for the Janice Ward, Mentor Chair for the Southeast District of the Missouri School Southeast District of the Missouri School Counselor Association (MSCA)Counselor Association (MSCA)Marci Dowdy, MSCA State Mentor Chair Marci Dowdy, MSCA State Mentor Chair and Mentor Chair for the Southwest and Mentor Chair for the Southwest DistrictDistrictKyle Heislen, Supervisor; Guidance and Kyle Heislen, Supervisor; Guidance and Placement Division of the Missouri Placement Division of the Missouri Department of Elementary and Secondary Department of Elementary and Secondary Education, and Administrator of the Education, and Administrator of the Mentor ProgramMentor Program

Beginning ReflectionsBeginning ReflectionsOne thing I, as a mentor, remember most One thing I, as a mentor, remember most about my first year of school counseling is about my first year of school counseling is ……

One thing I, as a protégé, am concerned One thing I, as a protégé, am concerned about as I begin my first year of school about as I begin my first year of school counseling is …counseling is …

One quality of a good mentor is …One quality of a good mentor is …

One question I have about mentoring is… One question I have about mentoring is…

Qualities of a Good MentorQualities of a Good MentorCommitsCommits to the roles and responsibilities to the roles and responsibilities of mentoring.of mentoring.Accepts Accepts the beginning counselor as a the beginning counselor as a developing person and professional.developing person and professional.ReflectsReflects on interpersonal communications on interpersonal communications and decisions.and decisions.ServesServes as an instructional coach. as an instructional coach.ModelsModels a commitment to personal and a commitment to personal and professional growth.professional growth.CommunicatesCommunicates hope and optimism for hope and optimism for the future.the future.

So, what’s in it for you as a …So, what’s in it for you as a …MENTORMENTOR

Opportunity to refocus Opportunity to refocus on counseling on counseling practices and practices and reflective skillsreflective skillsTo fulfill the desire to To fulfill the desire to give back to the give back to the profession profession Opportunity for Opportunity for ongoing collaboration ongoing collaboration

PROTÉGÉPROTÉGÉ

Receive the support Receive the support and encouragement of and encouragement of an experienced an experienced counselorcounselorOpportunity for Opportunity for structured reflection structured reflection of my counseling of my counseling experience on an experience on an ongoing basisongoing basisOpportunity for Opportunity for ongoing collaboration ongoing collaboration

Four Principles of the Four Principles of the Mentoring ProcessMentoring Process

1.1. Mentoring is a complex process and Mentoring is a complex process and function.function.

2.2. Mentoring involves support, assistance, Mentoring involves support, assistance, and guidance, but not evaluation of the and guidance, but not evaluation of the protégé. protégé.

3.3. Mentoring requires time and Mentoring requires time and communication.communication.

4.4. Mentoring should promote self-reliance in Mentoring should promote self-reliance in the protégé.the protégé.

Guidelines for a Guidelines for a Successful Relationship Successful Relationship

Willingness to invest time and energy.Willingness to invest time and energy.Research shows that counselors have a Research shows that counselors have a positive effect on the quality of schools, positive effect on the quality of schools, Lapan, 2006Lapan, 2006..Sense of confidence in your own abilities.Sense of confidence in your own abilities.Belief that mentoring is a mutually Belief that mentoring is a mutually enhancing professional development enhancing professional development opportunity in which both partners will opportunity in which both partners will achieve satisfaction from the relationship.achieve satisfaction from the relationship.

Working Together to Ensure Working Together to Ensure SuccessSuccess

Get involved in the mentoring processGet involved in the mentoring processTake responsibilityTake responsibilityBe an objective observerBe an objective observerAsk questions and listen to each other Ask questions and listen to each other Chart your courseChart your courseNetworkNetworkTake risksTake risksReflectReflectGive backGive back

Choose Your Level of CommitmentChoose Your Level of CommitmentLevel 1 – irregular contact, interaction limited to Level 1 – irregular contact, interaction limited to basic information, survival strategies are the basic information, survival strategies are the emphasis of protégé’s learning.emphasis of protégé’s learning.Level 2 – regularly scheduled contact and Level 2 – regularly scheduled contact and satisfies protégé’s needs for information, satisfies protégé’s needs for information, discussion centers on current problems.discussion centers on current problems.Level 3 – Mentor & protégé maintain regular Level 3 – Mentor & protégé maintain regular contact, collaboration occurs around best contact, collaboration occurs around best practices in multiple areas of teaching.practices in multiple areas of teaching.Level 4 – Contact with each other takes priority Level 4 – Contact with each other takes priority and has protected time. Both promote learning and has protected time. Both promote learning and get to the level of connections between and get to the level of connections between instructional practice and student results. instructional practice and student results.

Factors Leading to Low Mentor Commitment

Lacks appreciation for the importance of the work

Unclear about a mentor’s roles and responsibilities

Overextended in his or her professional or personal life

Unable to accept the protégé’ s beliefs or behaviors

Fears rejection by the protégé

Lack of appreciation for mentoring in the school culture

Judges the protégé to be highly competent

Low commitment from the protégé

Factors Leading to Low Protégé Commitment

Strong desire to be an autonomous professional

Fear of being judged inadequate

Believes asking for help is a sign of incompetence

Unable to accept the mentor’s beliefs or behaviors

Does not want to be a burden to another professional

Lacks appreciation for the complexity of teaching

Judges the mentor to be uncaring

Low commitment from the mentor

Working as a TeamWorking as a TeamStart and build the relationship – Start and build the relationship – both being active participants taking both being active participants taking initiative to make contact with the initiative to make contact with the other.other.Establish two-way communication – Establish two-way communication – listening, looking, leveling. listening, looking, leveling.

MAINTAIN CONFIDENTIALITYMAINTAIN CONFIDENTIALITYGet to know each other early in the Get to know each other early in the relationship.relationship.

Interactions & Reflective Interactions & Reflective PracticePractice

Interactions vary in approach: Interactions vary in approach: – Consult – provide information, technical Consult – provide information, technical

assistanceassistance– Collaborate – share ideas, to problem-solveCollaborate – share ideas, to problem-solve– Coach – improve instructional decision-making Coach – improve instructional decision-making

and increase reflectivity in practiceand increase reflectivity in practiceReflective Practice (Edward DeBono):Reflective Practice (Edward DeBono):– P+ M- I*P+ M- I*– P+ positiveP+ positive– M- negativesM- negatives– I* interesting or intriguing ideas neither plus or I* interesting or intriguing ideas neither plus or

minusminus

The inventory you are about to take has been designed to help you better understand the basic beliefs you hold about mentoring and how those beliefs might influence your mentoring behaviors.

The MentorThe Mentor Beliefs Beliefs InventoryInventory

InstructionsTake and self-score The Mentor Beliefs Inventory

Time: 15 minutes

When you finish scoring the When you finish scoring the inventory, share and discuss inventory, share and discuss scores with your partner. scores with your partner. Remember: There are no right Remember: There are no right or wrong answers or good or or wrong answers or good or bad scores.bad scores.

The Mentoring Beliefs Inventory

Nondirective

Collaborative

Directive

Source: Developmental Supervision by Carl Glickman, 1985.

2.3 2.2

2.1

The Mentoring Behavior Continuum

Source: Developmental Supervision by Carl Glickman, 1985.

Developmental Level

HIGH LOW

1. Listening

2. Clarifying

3. Encouraging

4. Reflecting

5. Presenting

6. Problem Solving

7. Negotiating

8. Directing

9. Standardizing

10. Reinforcing

Nondirective

Collaborative

Directive

When to Use Directive Behaviors Directing Standardizing

Reinforcing When the mentor has knowledge that the protégé does not possess

When the mentor knows what the problem is and the protégé does not

When the protégé's behavior is self-defeating but is not viewed as such by the protégé

When the protégé is consistently defensive and closed to feedback

In a crisis situation where the personal or professional well-being of the protégé is at stake

When to Use Nondirective Behaviors Listening Clarifying

Encouraging When the protégé possesses more knowledge than

the mentor

When the protégé is seriously concerned about a problem and the mentor does not see a problem

When the mentor judges that a protégé's proposed action is safe

When the beginning teacher is capable but reluctant to act

When the mentor wants to gain insight into the protégé's level of skill or motivation

When to Use Collaborative Behaviors

Reflecting Presenting Problem Solving Negotiating

When the mentor and protégé both possess knowledge about the topic or issue

When the mentor understands one part of a problem and the protégé understands another part

When there is time for collaboration, and the mentor senses that the protégé is ready to assume more responsibility

When the mentor senses that the protégé needs to feel part of the decision-making process

Phases of the First Year

1. Anticipation

1. Survival

2. Disillusionment

3. Rejuvenation

3. Reflection

3. Anticipation

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul

Brief Overview of the Brief Overview of the Phases of First Year TeachingPhases of First Year Teaching

AnticipationAnticipation - Looking forward to - Looking forward to what will be happening in the what will be happening in the classroom. classroom. August, SeptemberAugust, September

SurvivalSurvival - - September & OctoberSeptember & October realities set in. Facing problems they realities set in. Facing problems they do not have experience in addressing do not have experience in addressing them. them.

DisillusionmentDisillusionment - - NovemberNovember - - JanuaryJanuary is “hit-the-wall” time. is “hit-the-wall” time. Nonstop schedule may affect health Nonstop schedule may affect health and sense of confidenceand sense of confidence

RejuvenationRejuvenation - winter break marks - winter break marks a transition brining a clearer sense of a transition brining a clearer sense of the realities the realities January - MarchJanuary - March

ReflectionReflection - best time for reflection - best time for reflection is the last week or two of the year. is the last week or two of the year. Take stock of the work done. Take stock of the work done. March March - May- May

Mentors are essential in helping the Mentors are essential in helping the protégé look back. protégé look back.

Reflection is important throughout Reflection is important throughout the year. Reflecting gets better the the year. Reflecting gets better the more it is done. Much is gained from more it is done. Much is gained from reflecting together.reflecting together.

Begin again withBegin again with

Anticipation!Anticipation!

May - AugustMay - August

A study by Fuller (1969) asked A study by Fuller (1969) asked educators to describe their educators to describe their chief chief concerns. concerns. The study The study resulted in the identification of resulted in the identification of three developmental levels of three developmental levels of concern.concern.

Developmental Levels Developmental Levels of Concernof Concern

Take a minute now to quietly reflect on how you would answer the following question. Protégés can go back to your earlier concern. Mentors think of a concern you have now.

What is your primary concern as a counselor?

Stage 1

The Survival Stage

Counselors in this stage are primarily focused on . . .

Stage One

Survival StageMatches Anticipation & Survival Phase

- - How am I doing?How am I doing?

- - Will I make it?Will I make it?

- - Do others approve ofDo others approve of

my performance?my performance?

Some key Survival Stage questions are . . .

Stage 2

The Task Stage

Counselors in this stage are primarily focused on . . .

Stage Two

Stage One

Task StageDisillusionment Phrase

Survival Stage

- - Is there a better way?Is there a better way?

- - How can I do all that isHow can I do all that is

expected of me? expected of me?

- - How can I improve this?How can I improve this?

Some key Task Stage questions are . . .

Time Crunchers Frequently ReportedTime Crunchers Frequently Reported by Beginning Counselors by Beginning Counselors

After-School After-School ActivitiesActivities

Non-Guidance Non-Guidance ResponsibilitiesResponsibilities

Tragic Issues of Tragic Issues of Students Students

Faculty and Other Faculty and Other MeetingsMeetings

Graduate SchoolGraduate School

An Overwhelming An Overwhelming WorkloadWorkload

Preparing for Preparing for parent meetingsparent meetings

Catching Up on Catching Up on PaperworkPaperwork

Maintaining the Maintaining the Guidance OfficeGuidance Office

Finding ResourcesFinding Resources

Stage 3

The Impact Stage

Counselors in this stage are primarily focused on . . .

Stage Three

Stage Two

Stage One

Impact StageRejuvenation & Reflection Phases

Task Stage

Survival Stage

-- Are students learning?Are students learning?

- - How can I support student How can I support student

achievement?achievement?

- - Is my work meaningful to Is my work meaningful to

students?students?

Some key Impact Stage questions are . . .

Stage 1: The Survival Stage

Appropriate Mentoring BehaviorsLook for opportunities to provide specific praise.

Express interest in shared ideas.

Empathize by sharing experiences.

Reflect on things that are going well, on successes as well as on setbacks.

Participate in social as well as professional activities.

Share your coping skills, and encourage a balanced life that includes time for self, family, and friends.

Stage 2: The Task Stage

Appropriate Mentoring BehaviorsPrioritize the many tasks that must be completed.

Share lesson plans.

Share your methods of more efficiently accomplishing common counseling and management tasks.

Speak with or observe colleagues who demonstrate exemplary practice.

Reflect on motives for pursuing a particular task.

Stage 3: The Impact StageAppropriate Mentoring Behaviors

Engage in collegial dialogue that focuses on meeting the needs of individual learners.

Discuss complex counseling strategies.

Collaborate with or observe outstanding counselors who model best practices.

Reflect on how students are different as a result of your work.

The Challenges of Mentoring

Mentoring is a complex process and Mentoring is a complex process and functionfunction..

Because of this complexity, mentors frequently encounter a variety of problems and concerns.

We can’t find the time to meet with my protégé. Our schedules are different, and we are both very busy. We just don’t seem to be able to connect for any meaningful length of time.

Problem Strategic Responses

Make appointments.

Use the phone and e-mail.

If schedules permit, eat lunch together.

Team plan or team teach something that will require time together. Be creative!

Meet before or after school, if possible.

Go to breakfast once a week.

Remember: Finding time is an expression of commitment!

Common ProblemsCommon Problems

Decision PointsDecision Points

A method to assist the A method to assist the protégé and mentor in protégé and mentor in

beginning their professional beginning their professional and personal relationshipand personal relationship

Individual Mentoring PlanIndividual Mentoring Plan

Action Plan for the Mentoring YearAction Plan for the Mentoring Year– Use the decision points worksheet to set Use the decision points worksheet to set

goals and actions for the yeargoals and actions for the year– Consider assignments and what will help Consider assignments and what will help

complete thosecomplete those– Include other types of things that you, Include other types of things that you,

as a team, determine will be helpful for as a team, determine will be helpful for the protégé.the protégé.

– Separate the copies as indicated.Separate the copies as indicated.

Quarter LogsQuarter Logs

Ensures contact throughout each Ensures contact throughout each quarter.quarter.

The list is for suggestions and can be The list is for suggestions and can be added to or modified to individualize added to or modified to individualize the work.the work.

Submit to the district mentor chair by Submit to the district mentor chair by the due date as indicated on each the due date as indicated on each log.log.

Visit Visit The mentor may visit the protégé or The mentor may visit the protégé or the protégé may visit the mentor.the protégé may visit the mentor.The visit is highly recommended to The visit is highly recommended to occur in the first semester.occur in the first semester.Submit an expenses reimbursement Submit an expenses reimbursement form to MCCE and a visit report to form to MCCE and a visit report to the district mentor chair when the the district mentor chair when the visit is completed.visit is completed.

Visit PointersVisit Pointers

Prioritize concernsPrioritize concerns Introduce yourself to Introduce yourself to

administrationadministration Use positive statements and Use positive statements and

strengthsstrengths Examine resourcesExamine resources Discuss state reports and Discuss state reports and

timelines, etc.timelines, etc. Talk about balancing career and Talk about balancing career and

personal lives.personal lives. Reflect with protégé Reflect with protégé Report any concerns to the Report any concerns to the

regional chair.regional chair.

Structured ExperiencesStructured Experiences

Guide protégés through Guide protégés through activities required of school activities required of school

counselorscounselors

Structured Experience I.1Structured Experience I.1First SemesterFirst Semester

Professional Development Plan Professional Development Plan

Professional Development PlanProfessional Development Plan

Three areas of focus for professional Three areas of focus for professional growthgrowth

Realistic and personalized focus areasRealistic and personalized focus areas

Broad and attainable goalsBroad and attainable goals

Strategies, target and completion datesStrategies, target and completion dates

Outcomes and reflective statements Outcomes and reflective statements

Structured Experience I.2Structured Experience I.2First SemestersFirst Semesters

Rationale connecting CGP to Rationale connecting CGP to the District’s Mission & the District’s Mission &

PhilosophyPhilosophy

Structured Experience I.3Structured Experience I.3First SemesterFirst Semester

Year-Long Calendar for Year-Long Calendar for CGPCGP

Structured Experience 1.4Structured Experience 1.4First SemesterFirst Semester

Guidance ActivityGuidance Activity

Structured Experiences II.1Structured Experiences II.1Second SemesterSecond Semester

Annual Comprehensive Annual Comprehensive Guidance Program EvaluationGuidance Program Evaluation

Structured Experience II.2Structured Experience II.2Second SemesterSecond Semester

Individual Mentoring Plan ReviewIndividual Mentoring Plan Review

Mentoring Program EvaluationMentoring Program EvaluationComplete the online evaluation Complete the online evaluation that will be emailed to you that will be emailed to you individually.individually.

Providing feedback helps Providing feedback helps strengthen the program.strengthen the program.

Encourage your protégé to Encourage your protégé to watch for the email and watch for the email and complete the evaluation.complete the evaluation.

Key PointsKey Points

Stay in touch.Stay in touch.

Be a good listener.Be a good listener.

Share with each other.Share with each other.

If there are problems, get in touch If there are problems, get in touch with your district mentor chair.with your district mentor chair.

Mentoring has positive effects on Mentoring has positive effects on both mentors and protégés. both mentors and protégés.

Closing ReflectionsClosing ReflectionsOne thing I, as a mentor, remember most One thing I, as a mentor, remember most about my first year of counseling is …about my first year of counseling is …

One thing I, as a protégé, am concerned One thing I, as a protégé, am concerned about as I begin my first year of about as I begin my first year of counseling is …counseling is …

One quality of a good mentor is …One quality of a good mentor is …

One question I have about mentoring is… One question I have about mentoring is…

Processing your . . .Final Reflections ~

As I reflect on this workshop, I want to remember…

Please complete the final reflections worksheet.

References &ResourcesReferences &Resources– Daresh, J.C. (2003). Daresh, J.C. (2003). Teachers mentoring Teachers mentoring

teachers. teachers. Thousand Oaks CA: Corwin Press, Thousand Oaks CA: Corwin Press, Inc.Inc.

– Johnson D.F. (2002). Johnson D.F. (2002). Being an effective mentor. Being an effective mentor. Thousand Oaks CA: Corwin Press, Inc.Thousand Oaks CA: Corwin Press, Inc.

– Lipton & Wellman (2003). Lipton & Wellman (2003). Mentoring Matters: A Mentoring Matters: A practical guide to learning focused practical guide to learning focused relationships. relationships. Sherman CT: MiraVia, LLC.Sherman CT: MiraVia, LLC.

– Rowley, J.B. (2000). Rowley, J.B. (2000). High-Performance High-Performance Mentoring. Mentoring. Thousand Oaks CA: Corwin Press. Thousand Oaks CA: Corwin Press. Inc.Inc.

– Udelhofen & Larson (2003). Udelhofen & Larson (2003). The mentoring The mentoring year. year. Thousand Oaks, CA: Corwin Press, Inc.Thousand Oaks, CA: Corwin Press, Inc.

References and Resources Cont.References and Resources Cont.The New Counselor Notebook can be downloaded The New Counselor Notebook can be downloaded from the Missouri Center for Career Education at:from the Missouri Center for Career Education at:http://missouricareereducation.org/pd/mentoring/forchttp://missouricareereducation.org/pd/mentoring/forcounselor.htmlounselor.htmlThe presenters would also like to thank The presenters would also like to thank Suzie Cox from the Missouri Center for Suzie Cox from the Missouri Center for Career Education for the development of Career Education for the development of the training materials, including the the training materials, including the adapted powerpoint used in this adapted powerpoint used in this presentation.presentation.