MDE Mississippi Teacher Center Beginning Teacher Support Training

MDE Mississippi Teacher Center Beginning Teacher Support Training Program

An Invitation Invite your New Teacher to experience the Teacher Mentoring Training Modules with you as Mentor. This is a way to establish a partnership for this year of working together.

Key to Module = Read = Common Questions Asked = Stop and Reflect = Dialogue with New Teacher = Action Steps = Tools to use with Teacher Mentoring

Outcomes Module 1 Understand Roles and Skills of Effective Mentors and New Teachers view modules. Module 2 Module 3

Module 1—The Mentor Overview What is a Mentor? Why is a Mentor important in a school? What impact does a Mentor have? What is the difference between Induction and Mentoring? What is the official MS Code for Mentors? Step 1: Model and support Quality Teaching What is quality teaching? Step 2 : Learn the Profile of a Quality Mentor What IS and IS NOT a quality Mentor? What hats does a Mentor wear? What are the roles a Mentor plays in the journey with a New Teacher? Step 3: Categories of Interaction and Support How can a Mentor scaffold a New Teacher?

Here’s a quiz for you. Do you know the Top #1 Factor Affecting Student Achievement and Success? 1. School Climate (discipline policies, bullying 2. 3. 4. 5. policies, school leadership, etc. ) Classroom Teacher (instructional quality) School funding (grants and $ per pupil) Student background (SES, language spoken, parents, neighborhood, etc. ) Resources available at school (music, arts, laptops, computer programs and P. E. ) Fergusson & Ladd (1996), Sanders and Rivers (1996), Haycock (1998), Rivkin, Hanuschek & Kain (2005), Whitehurst (2002), Hattie (2002), Rice (2003), Nye, Hedges & Konstantopoulos (2004), Clotfelter, Ladd & Vigdor, (2007) 6

The answer: The Classroom Teachers have a profound impact on students daily. § Teachers change students’ brains at a remarkably fast rate. § Teachers matter more than any other single factor in study after study. §

The single most important thing in a child's performance is the quality of the teacher. Making sure all students spend the maximum amount of time with inspirational teachers is the most important thing. Michael Gove

The FACTS are… New Teachers face many challenges as they move from the security of college classrooms into K-12 classrooms with children. With alarming statistics that up to 50% of New Teachers leave the profession within the first 5 years, research shows that grounding novice educators with awareness and tools, coupled with scaffolding skills through Teacher Mentor training, increase success and retention of new teachers. Odell (2006), Moir ( 2003), Croasmun, Hampton & Herrmann (2006), NCES (2012)

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 answers…[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

Mentors engage in… 1. Induction: the process designed to acquaint new employed individuals with the school, program, colleagues, and community. 2. Mentoring: A key part of induction with a systematic approach where an experienced teacher can act as a role model to coach and support a beginning teacher to develop competencies, self-esteem, and a sense of professionalism, as well as the logistics of the job.

MS State Code Identifies a Mentor as a Teacher Who: 1. 2. 3. 4. 5. Possesses a standard teaching, personnel service, or administrative license At time of selection is employed under contract primarily as a classroom teacher by a publics school district or is retired from a public school district Has successfully taught for three or more years as a licensed teacher in any public school Has been selected and trained by MTC approved training, through the school district, through IHL, or through one of the Regional Education Service Agencies Has demonstrated mastery of teaching skills and subject matter

Step 1: As a mentor, your task—your mission— is to model and support quality teaching. 1. What are the characteristics of a great teacher? 2. View what students and teachers say about quality teaching. §

View with a purpose: What are the Qualities of a Good [GREAT] Teacher? Suggestion: You may want to view this clip with your new teacher. http: //youtu. be/Zlp. BZPLJ 0 l. A

Did you hear…? What students say about GREAT TEACHERS… Interactive Nice Dedicated Enthusiastic Passionate Concerned Likeable Personable Caring Talented Respectful Helpful They greet and notice me. They are exciting to be around. They know their subject and teach me. They give time and notice me. They celebrate when I learn.

Did you hear…? What teachers say about why they teach… Education is the only way to have a chance in life. Teaching is the most rewarding profession. Teachers are altruists to make the world a better place. I provide an atmosphere where students get along. I love the excitement. I love to see light bulbs go off as students learn.

Did you hear…? How students and teachers describe GREAT TEACHERS üConnect with students üFind common qualities üAre funny üAre nice…and do not scream üAre passionate üAre hard and challenging üLecture and answer üInstill faith in capabilities and potential üAre engaging and give cool things to do üKnow student strengths, weakness, and areas of greatness üOpen the world and minds üDevelop potential

How will you, the Mentor, help your New Teacher to incorporate these qualities as quickly as possible? As a Mentor, what will you say about the profession of teaching with your New Teacher?

Step 2: Recognize the profile of a quality mentor What a Quality Mentor IS ü An advocate ü A teacher ü A colleague ü A ‘guide on the side’ ü A coach ü A role model üA trusted listener What a Quality Mentor IS NOT A ‘sage on the stage’ x A supervisor x An evaluator x A ‘spy’ for the principal X

Proble m Solver Advocate Resource Trusted Listener Facilitator A Mentor wears many hats… Coach Collaborator Teacher Learner

The Quality (Effective) Mentor… 1. Is * * * committed to the tasks of Mentor Completes the 3 Teacher Mentor Training Modules Knows specific roles and responsibilities Maintains a reflective journal of discussion topics, meetings, and observations 2. Is a model of continuous learning * Understands criteria for being selected as a Mentor * Engages in high-quality professional growth experiences * Shares best practices and professionalism 3. Communicates hope and optimism * Attentive to the concerns of the New Teacher with objectivity— ‘noticing rather than judging’ * Affirms the strengths and potential of the New Teacher

What will I incorporate from Step 2 – The Roles of Mentor Support— with my New Teacher? Share your list with your New Teacher.

Step 3: Categories of Mentor Interaction and Support q INSTRUCTIONAL: Giving information about teaching strategies, the instructional process, or content q SYSTEM: Giving information related to procedures and guidelines of the school district q RESOURCE: Collecting, disseminating, or locating resources for use by the novice teachers q EMOTIONAL: Offering novice teachers personal support through empathic listening and by sharing experiences q MANAGEMENT: Managing and organizing the school day q PARENTAL: Giving help and ideas related to conferencing or working with parents q DISCIPLINARY: Giving guidance and ideas related to managing students

Activities on which the Mentor and New Teacher can collaborate include: Observe a Peer Teachers Demonstrate lesson Video taping review Observe a Veteran Teacher Observe New Teacher Brainstorm and Problem Solve Provide Resources Co-develop Lesson Plans Analyze Testing Data Discuss Classroom Management Routines, Procedures and Rituals

Clues for Interacting with the New Teacher 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% HOW DOES THIS IMPACT YOUR COMMUNICATION AS A SUPPORTIVE MENTOR?

The Mentor’s ability to ask the right questions and offer feedback will help determine the success of the relationship with the New Teacher. Clarifying Questions: You are asking for the facts. Who? What? When? Where? Probing Questions: You are asking for specific information to encourage deeper thinking about an issue. What do you mean? What is your evidence? Why do you think that was so? What is your hunch about…?

Reflective Questions: You are repeating what you hear. You said collecting the data was difficult. I heard you say that you weren’t sure that what you were doing was correct. Hints on giving feedback: ü Be positive and supportive throughout the feedback. ü ü ü Have the facts and evidence. Review specific items. Clearly state what you mean. Give time for reflection. Be kind. Your intent is to scaffold the New Teacher.

Step 4: Getting Started in the Mentoring Process A) Print out What Mentor Teachers Need to Know 1 A for suggestions on building a relationship of trust and support and strategies that may guide your New Teacher B)Share these ideas with your New Teacher to establish your Mentor/New Teacher relationship

Step 5: Follow the Mentor Protocol for Consistency with New Teachers 1. Assess the Evolving Needs of the First Year Teacher 2. Establish a Focus for Specific GPS Work 3. Support and Celebrate the First Year Teacher’s Growth 4. Promote Accountability

Step 6: Use the Mentor Rubric to reflect on your Mentor Practices and to Grow as a Mentor The Active Mentor Rubric offers guidelines and suggestions to determine how active you are as a Mentor in the areas of : * * * Availability Problem Solving Reflective Questions Confidentiality Feedback Encouragement To access the Rubric, print out 1 B You may want to share the rubric with your New Teacher

MESSAGES for MENTORS https: //youtu. be/6 zb. SAr. FHJs. E View with a purpose: What suggestions do you see that may help you to scaffold and support your New Teacher? You may want to view this clip with your New Teacher.

NEXT STEPS 1. Share with your New Teacher what it means to be a Mentor (the roles you may play), the characteristics of a quality teacher, the types of interactions and feedback you may offer, ways to collaborate and what it means to be an ‘active mentor’. 2. Assess what your New Teacher finds challenging and may need using the Mentor Protocol. 3. Congratulations! You are now ready for Module 2 which focuses on steps and tips for supporting your New Teacher on his/her journey. 4. Invite your New Teacher to participate with you in Module 2.

Resources/Tools for Module 1 1 A-What Mentor Teachers Need to Know 1 B-Active Mentor Rubric