The Mentor As Growth Agent: Developing Learning- Focused Relationships AWARENESS 1 Copyright 2006...

The Mentor As Growth Agent:Developing Learning-Focused Relationships

AWARENESS1

Copyright 2006 MiraVia, LLC

Mentoring Matters Key Concepts

Goals

• To consider a mentor’s roles, responsibilities and intentions as a growth agent.

• To define a learning-focused relationship as the balance of three functions: offering support, creating challenge and facilitating professional vision.

Mentor as a Growth Agent

Three Functions• Offering Support

• Creating Challenge

• Facilitating Professional Vision

Read & Example

Everyone Reads Offering Support p.2

Everyone Reads Creating Challenge p.3

Everyone ReadsFacilitating Professional Vision p.4

A’s Verbally SummarizeTrios: Craft 3-4 Examples

B’s Verbally SummarizeTrios: Craft 3-4 Examples

C’s Verbally SummarizeTrios: Craft 3-4 Examples

Balancing the Mentor Role

• Support alone will provide comfort but may encourage complacency.

• Challenge without support may increase anxiety and fear of failure.

• Support and challenge without vision may leave us wandering on a journey looking only at the ground beneath us but not the road ahead.

Think - Pair - Share

• One goal for me as a growth agent . . .

• As a growth agent, one new idea for me . . .

• One thing I will add to my learning- focused relationships . . .

Self-Assessment

• Collect notes and artifacts resulting from your implementation of the three functions: offering support, creating challenge and facilitating professional vision.

Bring your notes and artifacts to our next session.

• What goals did you set for yourself in learning- focused conversations and what were the outcomes from those conversations?

Phases of First Year Teaching Jigsaw

1. Count-off 1-5

2. Regroup with number-alike colleagues

3. Individually read your assigned pages

4. Table group discussion; complete worksheet

5. Create chart

Phases of First Year Teaching Jigsaw

READING….everyone reads page 5

Anticipation -- p 6

Survival -- p 7

Disillusionment -- p 8-9

Rejuvenation -- p 9

Reflection -- p 10-11

Group Chart Task

PHASE:______________Key identifiers:

Strategies Indicators of Effectiveness Support

Challenge

Vision

Reflective Prompts

• What are some things you might do to balance support/challenge/vision in your work?

• What are some patterns you are aware of in your own practice?

A Continuum of Learning-Focused Interaction

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Goals

• To introduce a continuum of learning-focused interaction.

• To explore specific strategies connected to each of the three stances: consulting, collaborating and coaching.


CONSULT COLLABORATE

COACH

Information andanalysis

Say Something• Partners read about the consulting stance;

Mentoring Matters p. 22.• When each partner is ready, they turn and “say

something” about what they have just read (e.g., an example, a main idea, a connection to their own work).

• Repeat the pattern for the collaborating stance; Mentoring Matters p. 24 and the coaching stance; Mentoring Matters p. 25.


• Read the strategies for each stance in Mentoring Matters pp 22-26.

• Determine a mentoring strategy that would be appropriate for a teacher during each stance.

• Record your ideas in the spaces provided on your worksheet (PM p.5).


Consulting Collaborating Coaching Example: Provide a demonstration lesson in the beginning teacher’s classroom.

Example: Create a lesson or unit of study with the beginning teacher.

Example: Ask about success within a beginning teacher’s lesson.

Independent Follow-Up/ Self-Assessment

• On your worksheet record 3 strategies (one for each stance) that you might use with your beginning teacher.

• When describing your strategies include how they will be applied in your learning-focused relationships.

Applying the Stances:

Journey to Excellence 2015

Mentor as a Growth Agent

A Continuum ofLearning-Focused Interaction

SKILL DEVELOPMENT2


Goals• To develop fluency in navigating across a

continuum of learning-focused interactions including: consulting, collaborating and coaching.

• To mediate a beginning teacher’s thinking by establishing a focus, or third point, during learning-focused conversations.

The Third Point

Mentor

Beginning Teacher

Third Point

Focused Reading

√ = Got it. I know and/or understand this.

! = This is really important or interesting.

? = I don’t understand this or I would like to know more.

Third Point Examples

InternalA recollection or descriptionA personal observationA statement of concernA perception of a problemA statement of value or beliefA judgment

ExternalSamples of student workRubric defining excellenceA lesson planA curriculum guideStandards descriptionsTest resultsIndividualized Education Plan(s)Annual ReviewsLetters, written communications

Third Point Exercise

• With a partner, use the student work sample (PM p. 5) to determine language you might use to mediate thinking from each stance:

consulting, collaborating, coaching

• Use PM p. 6 to record your language choices.

Discussion Prompt

Given my present mentoring practice, what are some strengths and what are some stretches for me?

Maximizing Time and Attention by Attending Fully

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Goals

• To focus on attending fully as the foundation for the learning-focused toolkit.

• To explore the influence of non-verbal cues in conducting effective learning-focused conversations.

What is one example of a non-verbal cue that indicates full attention and facilitates thinking?

Round the Room and Back Again

1. Write your response on a sticky note.

2. Without taking notes, move round the room, share your response with others and mentally catalogue their responses.

3. Return to home-base and write down the ideas you can recall on additional sticky notes.

4. Pool your examples and extend your lists with additional sticky notes.


Alignment Categories

• Physical– Muscle Tension, Posture, Gesture

• Vocal– Intonation, Pace, Word Choice

• Breathing– Depth, Duration, Rate

Be Intentional When/If:

• You anticipate tension or anxiety• Tension or anxiety emerges• You are having difficulty understanding

another person• You are distracted

5. Read “Attending Fully” MM pp. 35-36.

6. Categorize your sticky notes based on the alignment categories you just read about.


Blocks to Understanding “I” Listening

• Personal Referencing– “me too” or “I would never”

• Personal Curiosity– Questions driven by our own personal need

to know or understand more

• Personal Certainty– “have you tried. . . ”? or – “have you thought about . . . ”?

Strengths and Stretches

• Read Blocks to Understanding MM pp. 36-37.

• Complete the Strengths and Stretches T-Chart PM p. 5.

• Partners share and compare T-Charts and select some thoughts to share with the full group.

Strengths Stretches

Think-Write-Share

As you think about your work as a mentor, what are some ways that attending fully might enhance your work and increase your effectiveness?

Use PM p. 6 to record your response.

Think-Write-Share

• Share your ideas at table groups.• As a table group, select one idea to

share with the full group.

Independent Follow-Up/ Self Assessment

• Monitoring the Media – View one or more TV talk shows, paying close

attention to the degree to which the interviewer and interviewee are matching posture, voice tone, etc. Use PM p. 7 to record your observations.

• As you reflect, consider: – “What are some new things you are aware of?” – “What goals are you setting for your own skill

development?”

The Mentor As Growth Agent: Developing Learning- Focused Relationships AWARENESS 1 Copyright 2006...

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