Essentials of Mentoring by WichitaStateCAS

Essentials of Mentoring

Kansas Mentor and Induction Center KMIC 1

Introduction to “Essentials of Mentoring” The KMIC is so excited that you will be joining us in our First Year Mentor (FYM) Development program. The Kansas State Department of Education requires all school districts in Kansas to provide a mentor program for all new teachers. This initial “Essentials of Mentoring” module provides an orientation to the aspects of mentoring covered in both the First Year Mentor and Second Year Mentor development modules that make up the KMIC program. Participating in this session will provide you with a foundational understanding of these critical elements of effective mentoring as you begin your year and journey as a mentor. Symbols used throughout this course: Tools Readings Videos

Introduction to “Essentials of Mentoring” The 7 components of a mentor program required by KSDE and addressed in KMIC mentor program include:  Clarifying mentor’s roles and responsibilities;  Developing knowledge of school/district policies and procedures including student assessment, curriculum, guides and supplemental resources;  Learning to observe, coach, and give constructive feedback to peers, including strategies for self-reflection;  Practicing time management;  Enhancing communication skills and building relationships;  Dealing with difficult or resistant people and conflict resolution;  Utilizing best instructional practices, classroom management, and organization

R eflecting on Your First Year of Teaching

• Think back to your first year of teaching. Some questions to consider:  What was it like?  What emotions would you use to describe your overall memory of your first year?  When did you feel most successful?  When did you feel less successful?  What support was available to you?  Did you have a mentor? A helpful colleague? An administrator who facilitated your professional growth?  How effective was this support? What could have made it more successful?

*Post all reflections on the discussion board in Canvas.

Component 1: Clarifying Mentorâ&#x20AC;&#x2122;s Roles and Responsibilities Mentors have an impact on new teachers in ways that no amount of training can. The real-life classroom represents questions that only real-life experience can answer. Mentors help provide those answersâ&#x20AC;Ś[with] practical, concrete advice; pose important questions to prompt reflection; model teaching techniques in the classroom; observe and offer feedback; and offer another point of view at a time when it is easy to lose all perspective. ~ Ellen Moir

Mentor Roles and Responsibilities

Reflection: What experiences, skills and attributes do you bring to mentoring? http://www.education.vic.gov.au/documents/about/programs/partnerships/learningguide.pdf Mentor Roles and Responsibilities

The Qualities of a Good Mentor A Quality Mentor is A Good Mentor is… NOT… advocate  A teacher x A ‘sage on the stage’  A colleague x A supervisor  A ‘guide on the side’ x An evaluator  A coach x A ‘spy’ for the  A role model principal A trusted listener A teacher  An advocate  A colleague A“20 roleTips model For New Instructional Coaches” https://www.edutopia.org/blog/20-tips A ‘guide on the side’ Aat: trusted listener new-instructional-coaches-elena-aguilar  A coach Mentor Roles and Responsibilities  A role model

Stages of the Mentor-Mentee Relationship The mentor-protégé relationship progresses through various stages as each comes to know the other, and they discover how to work effectively as a pair. The rate that a protégé and mentor move from stage to stage varies. What the mentor does with the protégé will depend on the individual development of the new teacher. Stage 1 – Getting to Know You In the first stage, the mentor and mentee are getting acquainted and learning each others’ strengths, similarities, and personal traits. They are learning how each likes to communicate, exploring the boundaries of trust, and considering how the relationship can operate most effectively. In this beginning stage, the mentor takes the lead in providing guidance to the mentee. The mentee’s primary focus is on getting things done. Questions often center on an “I need to know now” basis. Stage 2 – Building a Relationship In the second stage, the mentor and mentee begin to examine more substantive issues, such as how to deal with classroom management. The mentor begins seeking suggestions from the mentee rather than providing “pat” answers on how to handle situations. They have a better understanding of how to relate to each other and trust is likely to be present. The mentee is questioning his/her ability and approach in working with the students and may be overwhelmed with various responsibilities. Mentor Roles and Responsibilities

Stage 3 – Cementing the Relationship Stage 3 is characterized by a strengthening of the relationship with the mentor and mentee working somewhat like a partnership. There is strong trust between the pair. They enjoy working with each other, planning, reflecting, and sharing ideas. The mentee feels more confident of his/her abilities. Instead of providing a solution to every problem, the mentor solicits ideas from the mentee and then offers suggestions only as requested or needed. When suggestions are provided, the suggestions include providing guidance on how to implement strategies or how to prioritize areas of need. With the help of the mentor, the mentee is developing an ever-widening repertoire of strategies. Stage 4 – Closing the Relationship In the final stage, as the mentee becomes more confident and competent, the mentor begins to withdraw from the relationship and serves as a guide encouraging the mentee to become independent. Instead of providing answers to the mentee’s questions, the mentor asks questions that help the mentee reflect and analyze situations. This guidance helps the mentee to develop the capability to analyze situations independently. The mentor also introduces the mentee to resources that can support further self-growth. Eventually the relationship is transformed into that of professional colleagues. Mentoring to Improve Schools: Facilitator’s Guide. (1999). Alexandria, VA: Association for Supervision and Curriculum Development. Mentor Roles and Responsibilities

Building a Trusting Relationship The fundamental success of every mentor is the relationship he/she builds with the beginning teacher.

It takes years to buildâ&#x20AC;Ś and a few seconds to destroy it. Mentor Roles and Responsibilities

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Essentials for Building Trust • Confidentiality and objectivity • Respond respectfully • Open communication • Listen CAREFULLY before responding • Encouraging body language • Evaluations are formative in nature • Understand differences can provide solutions

**See “Ground Rules for Effective Mentoring” document for you and your new teacher. Read, add any rules you would like, and sign together. Mentor Roles and Responsibilities

Read Chapter 1 on Relating from “Mentoring New Teachers by Hal Porter. Please reflect on the questions as you go. and/or Watch the video, “Building Trust in Mentoring Relationships “ and answer the accompanying reflection questions. Mentor Roles and Responsibilities

For further explanation of these roles read, “Nine Roles of Coaches”. Use the “Initial Educator Self-Assessment Survey” to identify the needs of your mentee. Mentor Roles and Responsibilities

Mentor Responsibilities •

Serve as a professional role model

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Articulate and model effective classroom practice

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Foster a confidential, trusting relationship

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Encourage the new teacher in all areas

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Serve as a resource for district and school policies and procedures

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Meet with the new teacher regularly

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Provide feedback after non-evaluative observations

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Learn from the new teacher

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Participate in mentor training and support activities

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Foster the emotional well-being of the new teacher

Reflection: What are your goals as a mentor? Use the “KMIC Mentor Log” as required by your school district. Mentor Roles and Responsibilities

Component 2: Developing Knowledge of School/District Policies and Procedures • As the new year starts, it is essential that your new teacher is aware of your school and district policies and procedures. This may have already been introduced by your district and by your school administration. However, it is your responsibility that these are clear to the new teacher. This also includes student assessment, curriculum, guides and supplemental resources.

Use the “Mentor/Mentee Checklist” to get started with your new teacher. Feel free to add to the lists. Knowledge of policies and procedures

Component 3: Learning to Observe, Coach and Give Constructive Feedback to Peers 3 Major Categories that influence the communication process and the impact each category has on a listener: 1. Words (verbal)………7% 2. Vocal (tone)…………..38% 3. Facial Expression, Posture, Gestures………….55% MDE Mississippi Training Center: Beginning Teacher Support Training Center Learning to Observe, Coach and Give Constructive Feedback to Peers

The Coaching Cycle Stage 1: Pre-Observation Stage 2: Observation Stage 3: Post-Observation

Learning to Observe, Coach and Give Constructive Feedback to Peers

Pre-Observation: Effective mentoring includes observations and conversations about improving professional practice.

Follow the instructions on the handout, PreObservation Conference Video Analysis. Watch the video reflect and respond to the prompts. Learning to Observe, Coach and Give Constructive Feedback to Peers

The Observation: Remember: • You are a silent observer. • Honor the pre-observation Conference decisions/focus. • Collect evidence! Evidence! Evidence!

The Virginia Department of Education

Learning to Observe, Coach and Give Constructive Feedback to Peers 19

Post-Observation Conference Post-observation conferences should be: • • • • • •

Timely! Confidential Focused on evidence collected Non-evaluative/non-judgmental Reflective for the beginning teacher Designed to promote growth for the beginning teacher The Virginia Department of Education

Use the, “Questions for Post Observation Conference” as a guide with your mentee. Learning to Observe, Coach and Give Constructive 20 Feedback to Peers

Listening to Your Mentee  You can’t listen while you are talking. Refrain from talking too much.  Avoid distractions: cell phones, computers, grading papers  Give the mentee time to finish his or her thoughts.  Concentrate on what is being said: actively focus on your mentee’s words, ideas, feelings.  Listen for what is not said. Challenging topics will take more time and care to discuss. Denver Public Schools http://neweducators.dpsk12.org/Mentors/Resources/Mentor_Toolkit

See the, “KMIC Conversation Form” to guide your discussions. Learning to Observe, Coach and Give Constructive Feedback to Peers

Paraphrasing shows your mentee you care, understand and you are listening Which phrases work best for you?  What I hear you saying is …  From what I hear you say …  As I listen to you, I’m realizing that …  In other words, …  One thing I’ve noticed is …  I see what you mean when you say … PBS Teacher line Peer Connection www.pbs.org/peerconnection Learning to Observe, Coach and Give Constructive Feedback to Peers

Clarify if you’re not sure what

you heard

 Let me see if I understand…  Tell me what you mean when you say …  So are you suggesting that …  I’m intrigued by (wonder about, interested in) …  Would you tell me a little more about …  It would help me understand if you’d give me an example of ... PBS Teacherline Peer Connection www.pbs.org/peerconnection

Learning to Observe, Coach and Give Constructive Feedback to Peers

Questions to help your mentee reflect, hypothesize, and analyze  What’s another way you might …  What sort of impact do you think …  How did you decide …  What do you think would happen if …  How might that idea work in your classroom?  How will students demonstrate what they know and are able to do? PBS Teacherline Peer Connection www.pbs.org/peerconnection Learning to Observe, Coach and Give Constructive Feedback to Peers

Phrases that encourage, provide choice and enhance independence  What do you see as your next steps?  How do you think the lesson went and what evidence do you have to support that?  It will be interesting to see which of your ideas work out the best …  I’d be interested in hearing more about...  Something I’ve seen other teachers do is … PBS Teacherline Peer Connection www.pbs.org/peerconnection

Learning to Observe, Coach and Give Constructive Feedback to Peers

Component 4: Practicing Time Management

26 Practicing Time Management

Time management can be a huge issue for all teachers, especially new teachers, often causing great stress. Here are 5 tips to share with your new teacher: The early bird does not get a sticker Nobody will give you a gold star for Instagraming your alarm clock when it goes off at an insanely early hour. Think about your time carefully. When and how do you work best? When will you be most productive? Plan a “power hour” for each day, when you give yourself uninterrupted, focused time to get things done. Plan smart You will clearly consider the workload of your children when planning out your weekly lessons, but remember to consider your own, too. If you have a lesson that is going to give you a heavy marking load, try to balance it out with another that will allow you to use peerassessment, or give verbal feedback. Consider impact Will that perfect image that you spent three hours trawling Google for really have an impact on Year 9? Will a primary class notice whether your clip art is perfectly coordinated across all of your resources? Design is important, but don’t get sucked into the black hole of seeking perfection. Practicing Time Management

Five time-management tips for new teachers Sarah Wright, 10th August 2016

Anticipate heavy workload Invest in a diary and use it to plan out your week so that you can see your “pinch points”. The aim should be to anticipate when you might need to put extra time in, but also to balance this with absolute downtime, perhaps by making a personal pact not to work after hours on a particular day. Don’t disappear It will be easy to forget that a world exists outside of dry-wipe boards, Post-it notes and green biros. You might be tempted to spend your lunch break setting up for your next lesson, but it’s imperative that you get to know your colleagues, too. So don’t be a stranger to the staffroom. And the same goes for spending time with your friends and family. Make sure that you plan and take time to be you. Five time-management tips for new teachers Sarah Wright, 10 August 2016

This is a great, short video to share with your new teacher: https://www.teachingchannel.org/videos/classroom-timemanagement-tip# Read, “Time-on-Task: A Strategy that Accelerates Learning” at: https://feaweb.org/time-on-task-a-teaching-strategy-thataccelerates-learning Practicing Time Management

Component 5: Enhancing Communication Skills and Building Relationships “Smile. Love your students. Bring humor and joy to your classroom. And you’ll never, ever have to try to build influential relationships. They’ll just . . . happen.” What Building Relationships With Students Really Means by Michael Linsin on May 31, 2014

Reflect on this statement and then list 5 ideas or thoughts you would have to pass on to your mentee to build positive relationships as they begin the school year. Enhancing Communication Skills & Building Relationships

For additional thoughts and ideas on building relationships, please read: â&#x20AC;&#x153;Educator's Guide to Preventing and Solving Discipline Problems, Chapter 1. Developing Positive Teacher-Student Relationsâ&#x20AC;? by Mark Boynton and Christine Boynton (**You will also be referring back to this article in the next component.)

Enhancing Communication Skills & Building Relationships

Communication Skills I think we would all agree that communication is a skill that takes time and experience to develop. New teachers can improve these skills by getting feedback on the way they perform them.

â&#x20AC;&#x153;The Checklist on Effective Communication During Teachingâ&#x20AC;? can be shared with your mentee or used by you as you observe and/or conference with them.

Enhancing Communication Skills & Building Relationships

Component 6: Dealing with Difficult or Resistant People and Conflict Resolution â&#x20AC;˘ Recall in the previous article you just read,

Educator's Guide to Preventing and Solving Discipline Problems, Chapter 1, Developing Positive Teacher-Student Relations, the author summarized: STEPS TO USE WHEN CORRECTING/DISCIPLINING STUDENTS: 1.Review what happened 2.Identify and accept the student's feelings 3.Review alternative actions 4.Explain the building policy as it applies to the situation 5.Let the student know that all students are treated the same 6.Invoke an immediate and meaningful consequence 7.Let the student know you are disappointed that you have to invoke a consequence to his or her action 8.Communicate an expectation that the student will do better in the future Dealing with Difficult or Resistant People and Conflict Rersolution

The author also reviewed the key philosophical considerations for correcting/disciplining students: •Correct in a private location •Treat students as you want your own children treated •Stay calm •Avoid frustration Along with important steps to follow after disciplining students: 1.Touch base with the student 2.Acknowledge post-disciplinary successes 3.Don't give up too quickly

Reflect: Classroom management will be one of the most important issues for your new teacher. Do you agree with the author on how to deal with the disruptive student? What other advice would you give? Dealing with Difficult or Resistant People and Conflict Resolution

Component 7: Utilizing Best Instructional Practices, Classroom Management and Organization •

You will watch a video created by the Teaching Channel. Before watching this video, ask yourself, what do you believe about lesson planning? What pieces of a lesson plan do you feel are essential?

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In the video the mentor teacher describes the essential components as: Objectives, Do Now, Mini Lesson, Guided Practice, Independent Practice, Assessment, and Reflection. How do those components compare to your school district’s required components or to those you use?

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Lastly, as you watch the video, note the mentoring by the department chair and consider how you would approach this with your mentee.

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Now, watch the video at: https://www.teachingchannel.org/videos/coaching-planninglesson-planning Utilizing Best Instructional Practices, Classroom Management & Organization

â&#x20AC;&#x153;Readiness is the primary determinant of teacher effectiveness.â&#x20AC;? Harry K. and Rosemary Tripi Wong, The First Days of School

Read this short article, Setting Up Your Classroom for Success: Proactive Classroom Management for 11 great tips to pass on to your mentee. Then use the tool, Establishing Classroom Routines, with your new teacher as they begin the year. Utilizing Best Instructional Practices, Classroom Management & Organization

In conclusion, our ultimate goal is to produce Effective Educators

KSDE Utilizing Best Instructional Practices, Classroom Management & Organization

We look forward to seeing you all in Septemberâ&#x20AC;¦Good Luck!!

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