PATHWAYS MENTORING PATHWAYS MENTORING WORKSHOPWORKSHOP
PATHWAYS MENTORING PATHWAYS MENTORING WORKSHOPWORKSHOPDr. Jane ZengerDr. Jane Zenger
Dr. Quantina HaggwoodDr. Quantina Haggwood
September 9, 2009September 9, 2009
Reflective Questions
• What is the purpose of mentoring?• What is effective mentoring?• Why would someone want to be a
mentor?
AGENDA• What is the definition and purpose of mentoring?
• What are the current state (SC) and district regulations and goals?
• What are the expectations and realities of mentoring and being mentored?
• What are the characteristics of a good mentor?
AGENDA• Who needs mentoring?
• What are the presumed needs of the new teacher protégé’?
• How can one use Cognitive Coaching to help solve problems?
• How is school leadership related to mentoring?
What is mentoring?
Mentoring is a process through which experienced teachers guide a less experienced teacher to proficiency.
What is a mentor?• An experienced, successful and
knowledgeable professional who willingly accepts the responsibility of facilitating professional growth and support of a colleague through a mutually beneficial relationship.
• An experienced teacher whose willingness to assist and support new teachers is readily apparent in their attitudes, beliefs and philosophies of teaching
Why do we need mentoring?
Teacher Retention Statistics• 17% of teachers leave after one
year• 30% of teachers leave after two
years• 40% leave after three years• Nearly 50% leave after five years
Why do we need mentoring?
Cost Impact• The cost of replacing a teacher is
25-35% of the annual salary and benefit costs.
• It costs $11,000 every time a teacher leaves the profession
THE PURPOSE• Retaining quality teachers
• Improving beginning teachers’ skills and performance
• Supporting teacher morale, communications and collegiality
• Building a sense of professionalism, positive attitude
THE PURPOSE
• Facilitating a seamless transition into the first year of teaching
• Putting theory into practice
• Preventing teacher isolation
• Building self-reflection
What the SC Dept. of Education says about
mentoring!
PURPOSE• A mentoring program should provide
opportunities for new and experienced teachers to grow professionally and improve their teaching.
• It is more than just assigning an experienced teacher with a novice teacher.
Goals of a Goals of a MentorMentor
The main purpose of a mentor is to provide the educational leadership and collaboration necessary to implement professional growth on the part of the new teacher you work with.
Goals of a MentorGoals of a Mentor• Help new teachers make a smooth
transition into the teaching profession• Provide psychological support so the
new teacher develops a commitment to teaching
• Provide on-going coaching and support• Help the new teacher improve their
classroom teaching
Goals of a MentorGoals of a Mentor
Help make the new teachers first year experience provide a broad variety of professional experiences
What Richland One says about mentoring? Mentors will:• Participate in 4 professional development
sessions• (after regular school hours)• Complete mentor training, in accordance with• South Carolina Dept. of Ed. guidelines, to
become a certified mentor• Communicate regularly with Mentor Specialist• Complete all required mentor documentation• Meet weekly with mentee for a minimum of one
hour per week
GROUP ACTIVITY• Groups of 3 or 4
• 10 Characteristics of Good Mentor
• Write a job advertisement
• Share
CHARACTERISTICS CHARACTERISTICS OF GOOD MENTORSOF GOOD MENTORS
– Trustworthy– Sensitive and genuine– Tolerant and understanding– Flexible– Positive and caring– Credible – Nurturing and supportive– Accepting and empathetic– Knowledgeable and competent
Characteristics of Characteristics of Good Mentors Good Mentors (SKILLS)(SKILLS)
– Problem solving– Assessing and responding to the
needs of the new teacher– Effective communication– Active listening– Time management– Ability to reflect– Conflict resolution– Data collection
Characteristics of Characteristics of Good Mentors Good Mentors
(Knowledge)(Knowledge)
– Role of a mentor– Needs and concerns of new teachers– State and national standards and
their use in the classroom– Effective teaching practices– Coaching and modeling– Reflective practice– Interpersonal development – Individualized learning theory
ROLES OF MENTORS• Resource• Problem Solver• Advocate• Facilitator• Coach• Collaborator• Learner• Assessor• Trusted Listener• Teacher
Who needs mentoring?
•New/Induction teachersNew/Induction teachers• New-to-school teachers• Teachers in crisis• Practicum students• Interns
Phases of First Year Teachers’Attitudes Towards Teaching
Anticipation
Survival
Disillusionment
Rejuvenation
Reflection
Anticipation
I’m ready!
HELP!
Yes!I can!
Winter Break!
Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug
Who needs mentoring?• New/Induction teachersNew/Induction teachers
•New-to-school teachersNew-to-school teachers•Teachers in crisisTeachers in crisis•Practicum studentsPracticum students• InternsInterns
Phases of a Phases of a Mentor/New Teacher Mentor/New Teacher
RelationshipRelationship
• Establishment of the Relationship• Getting to Work• Evaluation and Follow Up
Establishing the Establishing the RelationshipRelationship
New teachers need:– To know that the relationship is about them– Believe their mentor is a trusted confident
and that your role is not evaluative– Understand how you will discuss and
manage problems or new crisis and learning opportunities
– Know that their problems are not limited to them but are universal among new teachers
Establishing the Establishing the RelationshipRelationship
To produce a win-win situation mentors must:– Be non-judgmental and supportive in
conversations with their new teacher– Ask the new teacher about their needs,
concerns and expectations for your relationship and communication process
– Understand that it is not easy for a new teacher to trust them and it takes time to earn their trust
Establishing the Establishing the RelationshipRelationship
• To produce a win-win situation mentors must:– The new teachers self esteem may
be threatened and is concerned about how you view them
– Beginning teachers may feel inept or think their problems are too overwhelming or stupid to share
Getting to WorkGetting to Work• During this time new teachers
need:– To feel the relationship is consistently
supportive– Identify problems and establish
strategies to address the problem
Getting to WorkGetting to Work• Mentors can help the new teacher by:
– Maintaining and enhancing the relationship– Assisting the new teacher in defining and
understanding the problems– Aid the new teacher in finding solutions to
problems and teaching skills needed to manage difficult situations
– Identify goals and objectives to reach and decide on a method to assess achievement of the goals
Evaluation and Evaluation and Follow UpFollow Up
• During this time new teachers need:– To know that their efforts and
achievements have been observed and recognized
– Opportunities to express their thoughts and feelings toward their relationship with their mentor
– Assess the effectiveness of strategies employed to remedy problems and difficult situations
Evaluation and Evaluation and Follow UpFollow Up
• Mentors also need:– To ask for feedback regarding their
effectiveness in facilitating their new teachers ability to problem solve
– Share their perceived benefits as a mentor
– Know that their efforts have been observed and recognized
– To redefine the relationship as the beginning teacher enters their second year
Give One – Get One• List 3 strategies you will use to
develop a trusting relationship with a mentee.
• Find a partner.
• GIVE ONE idea from your list to your partner. GET ONE IDEA FROM YOUR PARTNER.
• If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists.
• Move again.
Note: Exchange no more than one
strategy with any given partner.
“The Take Away”1. Can a group of teachers have an
impact on teacher retention and recruitment within their school setting? If yes, how?
“The Take Away”
2. Is mentoring the responsibility of teachers if they are not selected as “official mentors”? What is the reason for this question?
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