Mentoring in a Professional Development School Fall 2009

Mentoring in a Professional Development

School

Fall 2009

Agenda• The Role of the Mentor• Communication Skills for Effective

Mentoring• Co-teaching with Your Intern• Providing Feedback to Your Intern• Intern Program Support

• Portfolio• Action Research

Outcomes

• Understand the role of the mentor

• Communicative effectively as a mentor.

• Co-teach with your intern.

• Provide feedback to your intern.

• Support intern program requirements.

You will receive a repertoire of skills that will enable you to:

What do you think are the most important qualities and skills of an

effective mentor?

The Role of the Mentor

Communications Skills for Effective Mentoring

Best/ Worst Conversations

•Think about your best and worst conversations.

•What are some ground rules that need to be established?

ListeningUnproductive Patterns of Listening

1. Judgement/Criticism

2. Autobiographical Listening

3. Inquisitive Listening

4. Solution Listening

Speaking

Conversation Between Mentor and Intern

Positive Presuppositions•Do you have an objective for your lesson?• What objectives have you planned for your lesson?

•Do you use any technology in your teaching?•How are you integrating technology into your teaching?

•Have you thought about using manipulative to engage your students?•What manipulative do you plan to use to help engage students during your lesson?

By paying attention to the presuppositions that we used and choosing our words with care, we can more positively influence the thinking and feelings of others with whom we are communicating.The Gentle Art of Verbal Self-Defense, Suzette Haden Elgin

Speaking

Co-teaching with Your Intern

Think about ways to establish relationships

that foster co-teaching beginning with day one in the

classroom.

Five Models

•One Teaching, One Supporting•Station Teaching•Parallel Teaching (Two Groups)•Alternative Teaching•Team Teaching

One Teaching, One Supporting

•Easiest approach

•One teacher has primary responsibility

•Second teacher supports the lead teacher

•Good model for teachers who are new to co-teaching

Station Teaching

•Clear division of labor

•Divide instructional content

•Plan & teach your part

•Students rotate stations

Parallel Teaching

•Two teachers teach the same content

•Two heterogeneous groups

•Each teacher works with one group

•Provides smaller groups allowing more teacher/student interactions

•Groups pull together to summarize

Alternative Teaching•Pre-teaching/re-teaching group

•Choose when one group can afford to miss part of the curriculum

•Change group composition to avoid stigmatizing members of a group

•Teachers rotate teaching the groups

Team Teaching•Both teachers are responsible for planning

•Instruction is shared

•One models while other speaks

•Role play/debate

•Requires the greatest level of trust and commitment

•Meshing of teaching styles

What would co-teaching look like in your classroom with

your intern?

Providing Feedback to Your Intern

•Oral

•Written

Conferencing with Your Intern

•Informal Conferences

•Formal Conferences

Informal Conferences• Setting expectations

•Class information•Schedule

• Informative...•Share curricula and expectations•Engage in co-planning

• Reflective conversations...•Mentor teaching and methods•Intern teaching and methods

• Should occur at a set time weekly...

Formal Conferences

•Post-Observation•Variety of formats/different university requirements•Start with intern self-reflection •Share written feedback •Goal setting•Dialogue journals

•3-Way conference•No surprises•Mid-point and Final (as minimum)•Evaluative Conference

Written Feedback• Provide on a daily/weekly basis• Use a variety of formats that will indicate both

strengths and weaknesses• Keep copies to use when writing the formal

evaluation• Make reference to the domains from the HCPSS

objectives, the INTASC Standards, as well as level/content standards

• Base it on data• Make it timely

Non-Judgmental Feedback

Ways to provide nonjudgmental feedback:

Verbal Feedback

Timing a Lesson

Movement During a Lesson

Effective Directions

Feedback Resources• Framework Book, HCPSS• Writing Tips• HCPSS Mentor Handbook,• Module 8: Culminating the Internship

Experience• INTASC Standards• Discussing an Observation• Nonjudgmental Feedback• Effective Directions• Lesson Feedback Forms

Supporting Intern Program Requirements

•Portfolio Preparation

•Action Research

Mentor Portfolio Support

• Be aware of standards; provide appropriate experiences.

• Say, “That would be a good artifact!”• Help with pictures.• Assist with confidentiality issues.• Promote reflective practice.

Action Research Is...

...a fancy way of saying,

‘Let’s study what’s happening at our school and decide how to

make it a better place.’

Mentor Action Research Support

• Share issues the school or team is exploring as part of the SIP.

• Answer questions about educational practice.

• Model being a reflective practitioner.

• Offer to help with the action research!

Intern Program Resources• Supporting Interns through the INTASC Standards (Guide)

• HCPSS Mentor Handbook, Module 1: Introduction to Mentoring

• HCPSS Mentor Handbook, Module 7: PDS Specific Topics: Portfolios and Action Research

PDSP Mentor Wiki

http://mentortrainingresources.hcpss.wikispaces.net/

Feedback

Feedback

Questions

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