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Instructional Mentoring: Skills for Teacher Leaders Division of Instruction Howard County Public Schools

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Instructional Mentoring: Skills for Teacher Leaders. Division of Instruction Howard County Public Schools. - PowerPoint PPT Presentation

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Mentoring for Teacher Leaders

Instructional Mentoring: Skills for Teacher LeadersDivision of InstructionHoward County Public Schools

Mentoring is the process by which individuals share their experience, knowledge, and skills with a protg to promote their personal and professional growth. Mentoring can also facilitate change, improvement and professional growth within teaching.

Add citation2OutcomesParticipants willunderstand the supports and resources available to support non-tenured teachers.understand the qualities of effective teaching and how it can be supported.enhance skills with respect to support of non-tenured teachers.

Todays agendaWelcome and OverviewWhat is Induction?Effective TeachersInstructional MentoringPhases of First YearTeaching

Article ReviewTrust BuildingContinuum of Interaction (The three Cs)CommunicationClosure

4Talk through the agenda items and briefly explain each. 4Our collaborative normsEnsure equity of voice.Practice active listening.Be open to different perspectives.Maintain confidentiality.Take responsibility for your learning.Monitor personal technology.

5Explain each norm for the training, explaining the importance of each. Equity of Voice: That each point of view is heard and valuedActive listening: Listen intently to compare what you hear with your experiences, knowledge and skills. Listen to your colleagues seeking to understand. Safety to share perspectives: Contribute to a safe environment where colleagues can honestly share and feel valued.Confidentiality: What is said here stays here.Take responsibility for your own learning: Some things you hear today will be familiar, some may be a repeat of what your heard before. Some things may be new. Make it your goal to walk away with a new idea, perspective or understanding. Monitor personal technology: Turn cell phones off or put cell phones on vibrate. Save texting or emailing for breaks. Set this time aside for yourself out of respect for your own learning and that of your colleagues here today.

5Personal Goals Choice Board

6Take a couple of minutes to review the Personal Goals Choice Board. Put a check mark into any of the boxes that align with your goals for yourself today. 6M-E-N-T-O-R-I-N-GOn your letter card, write a word or phrase that comes to mind when you think about mentoring that begins with that letter.Form groups of 9 where your letters spell out the word mentoring.Share your ideas with your group.MENTORING

Comprehensive Teacher Mentoring COMAR 13A.07.01 Each LEA will:Establish a mentoring program as part of its Comprehensive Induction Program

Identify a cadre of full-time or part-time mentors whose sole responsibilities are to support teachers during their comprehensive induction period (first three years of tenure)

Establish the maximum ratio of mentors to mentees at one mentor to 15 mentees Mentors may be assigned school-level administrative duties only on an emergency basis.

A mentor may not participate in the formal evaluation of a mentee.

Teacher InductionWhat?Phases of new teacher developmentPeriod of socializationA formal program for non-tenured teachersWhy?Increased student achievementImproved and accelerated teacher performanceNew professional norms of collaboration, ongoing learning and accountability

9Talk with a partner: What does HCPSS do to support new teachers? What happens in your building/content area? Share and debrief.9Effective Teachers

10Its important to have common knowledge around the characteristics of effective teachers. What makes an effective teacher? Think about that for a minute. Allow wait time. We are going to spend some time thinking about the characteristics of effective teachers. 10Effective Teacher ActivityDiscuss your response to the assigned prompt.What will they be thinking? (blue)What will they be feeling? (red)What will they be saying? (green)What will they be doing? (black)Record ideas on sticky notes.Post ideas on the Effective Teacher Poster.

11Work in table groups. Use the different colored sticky notes to record your ideas about what effectives teachers think about, feel, say, and do. Work with your group to complete the stickies. When you are ready, post your teams stickies on your poster. 11Gallery Walk & Stop

Make connections with the VETSL (Vision of Exemplary Teaching for Student Learning) p. 3-4

12Have teachers do a gallery walk w/their packets to see posters and then stop in front of a poster that is not their own. Have them turn to the packet page w/ the VETSL and discuss how the stickies on the poster connect to the VETSL.

12Effective TeachersEngage students in active learningCreate intellectually ambitious tasksUse a variety of teaching strategiesAssess student learning continuously and adapt teaching to student needsCreate effective scaffolds and supportsProvide clear standards, constant feedback, and opportunities for revising workDevelop and effectively manage a collaborative classroom in which all students have membership

13Read these statements to yourself. Discuss with a partner the one that jumps out at you or an additional idea that is not on the screen.

Say: The goal of a mentoring program is to support new teachers in their journey to continuously develop their skills. Effective mentors are an essential component of a mentoring program. Its important to have common understanding of what makes an effective mentor. 13Break1414Effective MentoringOn page 5 of your packet, brainstorm a list of what you wanted or needed during your first year of teaching that would have helped in your development as a teacher.Code each item on your list according to the domain from the Framework for Excellence in Teaching and Learning in which it belongs. Refer to the HCPSS Framework on pages 6 -8 if needed.Interpersonal Skills (IS)Planning and Preparation (PP)Classroom Environment (CE)Delivery of Instruction (DI)Professional Responsibilities (PR)

15Think about what you wanted or needed in your first year of teaching that would have helped you in your development as a teacher; Look at all of your needs where did most of them fall (based on five domain)

15Effective Mentoring: Five Corners ActivityInterpersonal Skills (IS)Planning and Preparation (PP)Classroom Environment(CE)Delivery of Instruction (DI)Professional Responsibilities (PR)16Point out wall signs with the five Framework domains posted.Have teachers go to the corner that the majority of the items on their list relate to and talk about how a mentor might assist with the needs listed & how these needs are addressed within their school teams. Have each corner share out. Say: Lets examine the multi-dimensional aspects of mentoring. Return to your seats.16

Problem-solverData partnerTrusted listenerTeacherResourceConsultantLearnerAdvocateFacilitatorCoachCollaboratorTeacher MentorRoles17Show the PPT slide of the roles of mentors. Click to reveal each role. Include brief talking points about each role. Have teachers fill in the bubbles on the handout. Include brief talking points about each role. Have teachers fill in the bubbles on the handout. Have teachers talk at tables about how the discussion of mentor supports at the 5 corners activity relate to the various roles of mentors. Discuss with a partner which role(s) am I most comfortable with / which are areas of potential growth? 17

18Show and quickly review each phase of the first year of teaching. Mention that teachers changing grade levels, content areas, roles or schools, may experience the same emotions. packet page 1018What the Research SaysResponse Group ActivityRead article

19Form triads. Each member of the groups selects from the 3 articles. Read the article.

19What the Research SaysResponse Group ActivityAnswer questionsDiscuss at tablesShare out20

Review the directions on the Response Group sheet p. 11. Allow time for reading and small group discussions. Facilitate a whole group discussion by asking question #1. Have the question 1 spokesperson from each triad share their groups ideas/answer to the question. Invite any participant to join in and add to the discussion. Repeat with questions 2 & 3. 20Lunch Break21

The Importance of Building Trust

22Effective mentors work to build trust with intention.

22Whom do you trust?On a scale of 1-10, write down how trusting you are of the following groups of people.Car dealersCorporate executivesDoctorsPolice OfficersLawyersFire FightersPoliticiansTeachersWhy might this be?23

24Movie clip24What is trust? What builds trust?What is trust? How do you describe it?

What builds trust? What can you do to ensure trust exists?

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Problem-solverData partnerTrusted listenerTeacher ResourceConsultantLearnerAdvocateFacilitatorCoachCollaboratorTeacher MentorRoles26One role of the mentor is to be a trusted listener.

A trusting relationship between a teacher and colleague is essential for honest conversations to take place.

26Trust ScenariosIndividually respond to all three scenarios on the handout.Choose the scenario you would like to discuss further. Share ideas about your specific scenario within your group. Then discuss how your scenario is fundamentally different from the other two scenarios. 27

Three Types of TrustDeterrence-Based TrustKnowledge-Based TrustIdentification-Based Trust

Read the article about the three types of trust. Focus on your specific type. How does the article expand your knowledge of this type of trust?

28Emotional Bank AccountAs you think about working with a non-tenured teacher, consider how to establish trust or continue building an emotional bank account.What kinds of deposits fill your bank account?What builds trust with you?How can you translate that information into your relationships with your non-tenured teachers? 29

Building TrustRead the scenario in your packet.Left side: Record what the mentor did to break down trust.Right side: Record what the mentor could have done to build trust.

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Lets take a look at some things a mentor can do to build trust. Read the mentor scenario.Say: Write individually at first on page. 18, write what the mentor could have done to build trust. Share ideas with table members. Right side: Work as a group to write what the mentor could have done to build trust. Debrief the ideas.

30Building TrustIndividually, write trust building ideas on the left of the chart.Give One, Get One Activity31

Individually, write ideas at the bottom of page 13 to build trust with a colleague (My Ideas for Building Trust). Walk about and mingle to share and get ideas for building trust using the Give One, Get One part of page 13. (Other Ideas for Building Trust) (Model an example of how to do this). Give and get at least 3 ideas. 31ReflectionTake two minutes to solidify your thoughts about trust.Use index cards or sticky notes to write down your next steps.32

Break3333

Problem-solverData partnerTrusted listenerTeacher ResourceConsultantLearnerAdvocateFacilitatorCoachCollaboratorTeacher MentorRoles34There are many approaches a mentor takes when determining how best to support a non-tenured colleague. Lets take a closer look at three specific roles that mentors commonly play. That of Consultant, Coach, and Collaborator.34Continuum of Interaction35CollaborateConsultCoachInformation and AnalysisThere are things that mentors do a little differently depending on what approach is needed to provide an appropriate level of support for the mentee. A skilled mentor moves seamlessly from one approach to another depending on the needs of the non-tenured teacher. Review the bulleted list of behaviors for each of these approaches page 22. 35CONSULT

Ideas come from mentor.Information is shared.Advice is given.Resources are provided.Dependency can be built if overused.

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COLLABORATE

Ideas come from both mentor and mentee.Information, ideas and approaches are co-developed.Relationship is collegial.Conversations are held around co-planning and co-teaching. False collaboration should be avoided.

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COACH

Ideas come from mentee.Mentee becomes self-directed, independent learner.Ability of mentee to self-coach is increased.Mentees perceptions, perspectives, issues and concerns are surfaced.Stance is not appropriate when mentee is not ready.

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38Continuum of InteractionForm 5 different groups based on the Framework domains.In groups, on your sentence strip, write one example of each stance for your domain.

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Whats my stance?Take turns drawing a slip from the envelope.Each slip will include a situation and a stance.Begin talking as if you were mentoring a new teacher on that situation from that stance.Your group will try to guess the stance from which you were mentoring.40

Problem-solverData partnerTrusted listenerTeacherResourceConsultantLearnerAdvocateFacilitatorCoachCollaboratorEffective Communication41Effective communication is the heartbeat of teacher mentoring. Lets take a look at the some communication skills that effective mentors use. 41Characteristics of a Good Listener42

Think about a time when you were engaged in a conversation and you really felt heard. What qualities, mannerisms, or actions did the person with whom your were talking use that made you feel heard. (Participants should share qualities/skills from their experiences that include, but are not limited to: Eye contact, open stance, paraphrasing, clarifying, positive presuppositions, powerful questions, and suggestions. Let participants generate the list on sticky notes, each group posts notes on ear poster and ask clarifying questions when needed. 42Mindful ListeningRead the characteristics.Circle one that resonates with you.Put a check mark next to one you want to work on. Put a box around one that would like more information about.Find a partner/triad and share your thoughts.How will these characteristics impact the interaction you have with the teachers you support?43Communication Skills: Instructional Mentoring SkillsParaphrasingClarifyingPowerful QuestionsPositive PresuppositionsSuggestions

44Add slides on each skill to teach through the process44ParaphrasingAcknowledge/ClarifyYou are frustrated byYou are excited bySummarize/OrganizeOne idea you have isand another idea you have isShift Conceptual FocusUP: So, an outcome you want to achieve isDOWN: First you want tothen you want to

45Explain the differences among the 3 types of paraphrasing: acknowledge/clarifyname a feeling that you hear or see; summarize/organizetake the story and narrow it down into a couple or few main ideas, highlight conflicting ideas (one one hand, on the other hand); Shiftshare an example of the difference between shifting up (taking the details and identifying a bigger picture, outcome, idea) and shifting down (taking the big picture and putting it into manageable steps). If you are working with someone who is detail oriented, you may need to help them see the bigger picture or the outcome. If you are working with someone who is big picture oriented, then you may need to help them come up with a step by step detailed plan.45Clarifying Statements/QuestionsTell me more aboutLet me see if I understandSo, you believe thatYou are saying thatOne assumption you have isWhat else can you tell me about this situation?46This section elaborates on the paraphrasing section46Powerful QuestionsOpen-endedDirectRelevantUseful to the mentees agendaExpand thinking and possibilities47Use what, how, who, when, where? Avoid why questions as they can sometimes cause people to go into a defensive mode.47Positive PresuppositionsPositive PresuppositionWhat objectives have you planned for your lesson?What goals have you set for yourself?What strategies are you finding yield the most success?Negative PresuppositionDo you have an objective for your lesson?Do you have any goals?Have you thought of any strategies?48Positive presuppositions presume that the other person has thought of the ideas. They are open-ended questions that do not set up a defensive response. 48SuggestionsI really think you shouldbecauseHave you thought aboutResearch suggests thatwould work well.Given those outcomes, it seems like the most logical step is to 49Model Conversation

50Model conversation by facilitators use coach, collaborate, consult (video)

Cards for stances (cards for Communication skills for instructional mentoring)

Facilitators will respond as participants raise cards.50Personal Reflection51Will- How willing am I to take a risk?Skill- How comfortable am I in my skills of instructional mentoring?Knowledge - Do I have the knowledge of effective instructional practices needed to successfully provide instructional mentoring supports?Capacity - Do I have the capacity to be successful in providing mentoring support?Emotional Support- Do I have the emotional support needed from my colleagues to provide instructional mentoring supports?Reflection

Think about yourself providing instruction mentoring supportLook at five areas rate 1-5 (1 area of growth and 5 pretty comfortable)51

Tying it all TogetherThink about the key ideas/terms we have explored today around the topic of Teacher Mentoring. In teams of 3 or 4, brainstorm a list of key ideas/terms you predict will appear in the Word Cloud on the next slide.

5252Count How Many Matches You Have

53Have teams count how many matches they have.

Give Mentos to the winning team members.53Revisit Your Personal Goals Choice Board

5454Future opportunitiesContinued opportunities through after school workshops & summer trainingTeacher Mentoring CPD courseTeacher Mentoring Workgroup will continue to develop training opportunities & mentoring supportsTeacher Development Liaison support

We will continue to offer versions of this training after school and through other venues.

A Teacher Mentoring CPD course is being offered both online and face-to-face through ERO.

A Teacher Mentoring workgroup composed of resource teachers, facilitators, and other staff who support non-tenured teachers will work together to design supports for non-tenured staff and supports for teachers who support them.

Each school has a designated Teacher Development Liaison, a teacher leader who is responsible for coordinating supports for non-tenured staff and is trained in teacher mentoring. 55Teacher Mentoring Resources:hcpssnewteacher.hcpss.wikispaces.net/Teacher+Mentoring+Resources

We will upload resources form todays training and future trainings onto a New Teacher wiki. You will receive an email through ERO that will contain the link to the wiki and a reminder to log into ERO to access the link to the feedback survey for todays training. 56Think AboutBased on what youve heard and learned here today: What are some next steps for you?

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