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Mentorship Program Framework
2013 wechiwawin elts’its’edi bazi dene honelteni waunspe wicakiya mentorship
Cover photo by alexds, http://goo.gl/C4f72W
© 2013 Manitoba First Nations Education Resource Centre Inc.
All rights reserved.
For information on the Mentorship Program Framework contact the school planning program manager at 204.594.1290 or email [email protected].
AcknowledgementsDeveloped by Doreen McPherson. Doreen wishes to thank the following people for their assistance:
Elmer Everett, George Ross, and the administration at Manitoba First Nations Education Resource Centre Inc. (MFNERC) for the opportunity to develop the Mentorship Program Framework for First Nation schools.
The working committee who gave the gift of their time to help with the framework:
Nora Murdock Kim O’Laney
Lorna Carter Margaret Leask
Natalie Tays Alex Saikaley
Jean Malcolm
Service delivery specialists at MFNERC who shared their experiences and participated in a think tank held on February 7, 2013. Principals and directors who listened, asked questions, and participated in a survey at a provincial mentorship roundtable in February 2013. Many teachers asked questions and provided advice, while Elders and traditional teachers shared their stories of mentorship.
Doreen’s daughter Delma provided her expertise in graphics; Doreen’s husband Donovan was a trusted sounding board.
A special tribute to all the scholars who cleared a path for this framework. Their words and experiences will continue to guide teachers in First Nations as they travel on their own mentorship journeys.
There is a longing in the heart of my people to reach
out and grasp that which is needed for our survival.
There is longing among the youth of my nation to
secure for themselves and their people the skills that
will provide them with a sense of worth and
purpose.
They will be our new warriors.
Their training will be much longer and more
demanding than it was in the olden days.
The long years of study will demand more
determination; separation from home and family
will demand endurance.
But they will emerge with their hands held forward,
not to receive welfare, but to grasp the place in
society that is rightfully theirs.
Chief Dan George1
1 “Chief Dan George 1899-1981,” Ya-Native: Sharing our cultures with the world, accessed November 5, 2013, http://www.ya-native.com/firstpeople/1981-chiefdangeorge.html
ContentsMentorship Framework..................................................................................................................1
Introduction...........................................................................................................................1Background..............................................................................................................................1
Mentorship Program Development................................................................................................2Overview..................................................................................................................................2Rationale..................................................................................................................................2Goals........................................................................................................................................2Objectives.................................................................................................................................2Implementation.......................................................................................................................3Vision.......................................................................................................................................3Recruitment, Selection, and Matching Process........................................................................4
Mentorship Program Responsibilities.............................................................................................4Principals..................................................................................................................................4Mentors....................................................................................................................................4Mentees...................................................................................................................................5Local School Boards/Education Authority................................................................................5
Mentorship Program Benefits........................................................................................................5Schools.....................................................................................................................................5Mentors....................................................................................................................................6Mentees...................................................................................................................................6Administration.........................................................................................................................6Students...................................................................................................................................7Education Profession and First Nations....................................................................................7
Mentorship Program Evaluation.....................................................................................................7Accountability..........................................................................................................................8Program Improvements...........................................................................................................8
Effective Mentoring Guidelines......................................................................................................8Mentoring Etiquette.................................................................................................................9
Mentorship/Evaluation/Coaching Differences..............................................................................10Types of Mentoring......................................................................................................................10Conclusion....................................................................................................................................11Glossary........................................................................................................................................12Appendix A...................................................................................................................................13
Needs Assessment for Mentees.............................................................................................13Appendix B....................................................................................................................................14
Criteria for Selecting Teacher Mentors..................................................................................14Appendix C....................................................................................................................................15
Suggested Activities for the First Year of Mentoring..............................................................15
Appendix D...................................................................................................................................18Stages of Mentoring...............................................................................................................18
Appendix E....................................................................................................................................19Mentoring Overview..............................................................................................................19
References....................................................................................................................................20
(Photo by Giant Ginkgo, http://goo.gl/2mIe3z)
Mentorship FrameworkOf all the teachings we receive this one is the most important: Nothing belongs to you of what there is, of what you take, you must share.
(Chief Dan George 1974)
IntroductionMentoring is a natural process for First Nations people and is a traditional way of sharing and transferring knowledge from one generation to the next. It helps First Nations people walk together in harmony. Mentorship is translated in many ways with respect to the languages. Each community may understand it in different forms and have their own perception of what it means. It is a nurturing process and is sometimes understood as a partnership: walking together and sharing knowledge in humbleness. Mentoring in the Cree and Ojibwa languages involves passing down the values and traditions. This is not done through direct teaching but by sharing and walking the talk. (MFNERC 2013). The sharing of the knowledge often comes from stories passed down from the Elders. As the knowledge keepers, Elders continue to be the source of our stories, so it is important to rely on them to guide the work that we do.
Incorporating the concept of mentorship into education in the First Nations context would be very useful and beneficial for everyone. Education is always in a state of evolution; the benefits of a mentorship program include the opportunity of reciprocal learning for all parties. Change is a natural part of life, and our practices have to adjust to meet the needs of the changes in society. Technology is one of the more recent trends demanding the full attention of all students, from the youngest to the oldest. Recently identified special needs issues and new language arts and numeracy programs are affecting the schools at rapid and increasing rates. These are just a few of the many changes that increase the need for professional development for teachers. Mentorship is one method for developing teacher capabilities. Established teachers possess knowledge, skills, and experience that they can share. They have a role to play in leading, supporting, and guiding new teaching staff and promoting their professional development.
BackgroundThe Manitoba First Nations Education Resource Centre Inc. (MFNERC) was established in 1999 through a mandate provided by the Assembly of Manitoba Chiefs. Its purpose is to provide services and supports to the First Nations schools in Manitoba. Since its start, MFNERC has developed and implemented various programs in partnership with the First Nations schools and communities in Manitoba. MFNERC services focus on First Nations’ needs, priorities, and education plans. The services delivered by MFNERC address the needs identified by the individual First Nations, and authority remains with the First Nations. As part of the ongoing development of MFNERC service delivery, the Mentorship Program Framework evolved and was incorporated into the work plan for 2013.
Mentorship Program Development
OverviewThe proposed program will provide mentors and mentees with opportunities for professional growth and development through collegial support, reflective practice, and collaborative learning. Participants will define roles and describe goals and activities in a joint mentorship program plan. The planning will focus on issues and identified needs, including classroom management, instructional planning, school-based decision making, growth plans and curricular issues, individual student needs, student assessment, and work with parents (see Appendix E).
RationaleTo help First Nation communities ensure high quality teaching, improve student success, and enhance the well-being of staff. Further rationale includes
Providing a unique opportunity for experienced teachers to impart their knowledge, experience, and wisdom to new teachers.
Recognizing teachers as a valued resource.
Helping retain high quality teachers.
Encouraging and fostering ongoing professional development.
GoalsGoals are desired results that a person or organization envisions, plans, and commits to. The goal of a mentorship program is to help mentees improve their skills and realize their potential through the guidance, support, and understanding of mentors. Mentors share their experience, knowledge, and wisdom. Further goals include
Increasing new and veteran teacher abilities, thus ensuring high First Nation teaching standards.
Enhancing teaching practices and student learning.
Providing experienced teachers with opportunities for professional growth and leadership.
Accelerating the transmission of school/community culture.
Promoting the professional growth and well-being of new and veteran teachers.
Providing an opportunity for reciprocal learning for both mentor and mentee.
ObjectivesAn objective is something that one strives to attain or accomplish. Other words for objective include purpose and focus. Objectives must be measurable and tangible. The objective of the mentoring relationship is to experience a stimulating journey of self-discovery and development that provides opportunities for personal fulfillment and achievement.
ImplementationEducation is a human right with immense power to transform; on its foundation rest the cornerstones of freedom, democracy, and sustainable human development.
Kofi Annan2
In assessing an organization's readiness to accept a mentorship program, the organization's leaders need to truly commit to the effort and devote the necessary attention to all elements of the program. An organization that determines its readiness performs the essential tasks to begin the strategic planning process, including but not limited to the following:
Identifying specific issues or choices that the planning process should address.
Clarifying roles (who does what in the process?).
Creating a planning committee.
Developing an organization profile.
Identifying the information that must be collected to help to make sound decisions.
(The product developed at the end of this phase is a work plan.)
The following questions can serve as a foundational guide in planning for a mentorship program:
1. Why would you have a mentorship program in your school?
2. What definition and title would your school/community give to mentorship?
3. Do your school staff and community have a clear understanding of a mentorship program?
4. Would you do a needs assessment?
5. Does your school have a school plan that is being implemented?
6. Do you have the full support of the local school board and band council?
7. Do you have the human resources and support staff available to act as classroom teachers when the mentor and mentee are busy?
8. Would you choose to have full-time mentors?
9. Will there be financial support available for release time, etc.?
See Appendix A for a sample mentee needs assessment.
VisionA vision statement defines what an organization or business will do and why it will exist tomorrow. The vision defines goals to be accomplished by a set date. A vision statement takes into account the current status of the organization and points the organization in the direction it wishes to go. Each community will want to develop a vision statement for their mentorship program. The vision statement must inspire and motivate staff, instill confidence, and articulate a common vision of the future.
In short, where do you wish your organization to be in ten years?
2 “Focus on Education,” Former UN Secretary General Kofi Annan, Foundation Center, accessed November 4, 2013 http://foundationcenter.org/focus/gpf/education/
Recruitment, Selection, and Matching ProcessAn important first step in establishing a mentorship program is to select mentors and match them with a mentee. School administration needs to be involved as they have insight into the expertise and knowledge of teachers. Each interested mentor requires approval from the principal.
Mentors should
Hold a continuing contract with the local school board and have a permanent teaching certificate.
Demonstrate commitment to professional growth.
Show evidence of successful teaching experience within a local school in a particular community.
Have the desire and willingness to participate in training and in professional development activities with a mentee.
Have the willingness to learn about the local community history and participate in its culture.
Mentorship programs are meant to be encouraging and mutually beneficial for the mentor and the mentee. It is important to note that even though mentors have expertise, knowledge, and often many years of experience in the classroom, it does not necessarily mean they will know how to mentor. They may not have the training and experience for working with other teachers and will not automatically have the ability to be effective mentors; they may need some mentoring themselves. They may not have had the opportunity to engage in observing and discussing teaching and learning with other teachers. It would be a good idea to provide some support and mentoring to potential mentors before matching them with a mentee.
See Appendix B for selection criteria for mentors.
Mentorship Program Responsibilities
PrincipalsPrincipals are responsible for approving and reviewing individual professional growth plans for all staff and for evaluating teachers. Their responsibilities include the following:
Promoting growth planning for the mentor and mentee.
Providing common release time for the participants.
Recruiting mentors who meet the identified criteria.
Arranging a budget for release time for the mentor and mentee to participate in the program's sessions.
MentorsMentors are responsible for
Encouraging and supporting the acculturation of the mentee into the school/community.
Preparing and implementing a collaborative commitment to the mentorship program.
Maintaining a relationship with the mentee consistent with the code of professional conduct demonstrating best practices and effective teaching strategies.
Observing and providing feedback to the mentee.
Assisting the mentee in identifying personal strengths, using resources and curriculum, professional growth planning, and instructional planning.
Ensuring trust and confidentiality is respected in the mentor/mentee relationship.
(Accreditation may be explored.)
MenteesMentees are responsible for
Preparing and implementing a collaborative commitment to the mentorship program.
Establishing trust and respecting confidentiality in the mentor/mentee relationship.
Maintaining a relationship with the mentor consistent with the code of professional conduct demonstrating best practices and effective teaching strategies.
Documenting and assessing personal strengths, resources, professional development growth plans/goals, curriculum, and instructional planning.
Local School Boards/Education AuthorityLocal school boards and the education authority are responsible for
Being informed and engaged in the development of the mentorship program.
Promoting the mentorship program and supporting all participants.
Providing resources, funding, release time, reporting time, and opportunities for the implementation of the program.
Mentorship Program BenefitsMentoring benefits schools, mentors and mentees, administration, students, the education profession, and First Nation communities.
SchoolsA successful mentoring program benefits your school by
Providing professional learning opportunities for participating teachers.
Accessing knowledge, experience, and support of a mentor teacher.
Supporting successful induction into teaching careers.
Enhancing professional development and personal well-being.
Enhancing strategic school initiatives and improving productivity.
Addressing retention challenges and reducing turnover costs.
Building collaborative, collegial, and professional learning communities.
Using in-house staff as experts for professional development.
Supporting the school/community culture by creating healthy working relationships.
MentorsMentors enjoy many benefits:
Increasing their learning and teaching performance.
Refocusing on instructional practices and the development of reflective skills.
Strengthening their own job performance and building leadership skills.
Gaining insights from the mentee's background and history useful to the mentor's professional and personal development.
Gaining satisfaction in sharing expertise with others.
Re-energizing the mentor's career.
Gaining an ally in promoting the school’s well-being.
Learning more about other areas within the organization.
MenteesMentees enjoy many benefits:
Gaining from the mentor's expertise.
Receiving critical feedback in key areas, such as communications, interpersonal relationships, technical abilities, management, and leadership skills.
Developing a sharper focus on their need to explore new ideas and alternatives.
Learning specific skills and knowledge that are relevant to goal setting.
Having a forum to share experiences and successes.
Developing and enhancing their effectiveness and service to the education of children.
AdministrationMentorship program benefits for administration include
Achieving better work performance from participants in the mentorship program.
Providing orientation and successful transition for teachers new to the school/community.
Providing and building leadership qualities/opportunities for educators.
Motivating teacher engagement and proactive practices.
Providing a model for professional development.
Assisting principals in the supervision and evaluation of staff.
Recognizing the attributes and qualities of teachers for future recruitment.
Showcasing the professionalism and expectations of the school/community culture.
Adapting the mentorship program for inclusion of educational assistants and support staff.
StudentsStudents benefit from a mentorship program that helps with
Building rapport and learning relationships.
Furthering student success initiatives.
Developing teachers who are reflective and continually improving their instructional practices by using differentiated instructional strategies and best practices.
Achieving to better student outcomes.
Reducing teacher turnover and providing students with consistency.
Providing a safe and engaging environment conducive to positive learning experiences.
Education Profession and First NationsThe education profession and First Nations benefit from a mentorship programs due to
Recruiting and retention of best teachers.
Retaining experienced teachers who discover new challenges and opportunities for growth when serving as mentors.
Increasing continuity of traditions and positive culture.
Elevating the standards and expected behaviours in the school/community.
Establishing a professional openness to strengthen partnerships between all shareholders.
Learning from others; welcoming new ideas, programs, and learning practices that bring about continual improvement.
Creating an awareness of resources in the community and building partnerships with the community.
Promoting a community/school profile.
Mentorship Program EvaluationThe purpose of evaluating a mentorship program is accountability and improvement. The evaluation process of the mentorship program must be driven by the goals set by the mentoring committee. Evaluation should be limited to outcomes related to the specific goals.
Questions to ask:
1. What constitutes sufficient growth?
2. How is growth determined?
3. Who evaluates whom?
4. How accountable must the mentor be for the outcome?
Evaluation is ongoing during the program and continues beyond its conclusion. The success or failure of the program will be assessed through
Interactions where the mentor evaluates outcomes to issues discussed with the mentee.
Scheduled monthly and quarterly meetings.
A form all participants and the committee chairperson will have that measures whether or not the goals were met.
A portfolio developed over a decided cycle of time by the teachers. The portfolio should contain several items to represent the various expected outcomes of the program.
A minimum of three reflections on issues encountered and resolved during the mentorship cycle is another excellent piece to include. Also, consider adding at least three lessons developed as a part of a thematic unit.
AccountabilitySome measures of accountability follow:
Teachers are more knowledgeable about student learning.
New teachers understand the First Nation community values and culture.
Instructional strategies have increased and improved.
Beginning teachers have moved from survival, through orientation, and on to the professional practice level.
Beginning teachers have a greater understanding of the profession.
The retention rate of beginning teachers has increased.
Program ImprovementsSome measures of improvement follow:
The level of effectiveness of the support provided to the mentee has risen.
The training provided is appropriate for mentor teachers.
Knowledge and understanding of the mentorship process has increased.
The program meets the needs of the beginning teacher.
The evaluation process should not focus solely on evidence from surveys. Rather, it should consist of multiple sources of information, including anecdotal. Reflective teaching logs are valuable data resources. Evaluate the process as well as the product.
Effective Mentoring GuidelinesFind some tips for successful mentoring below:
Establish yourself as the mentor/coach. Do not expect the mentee to be your clone.
Maintain consistency between your instructions to the mentee and your own professional behaviour.
Share information about your own experiences and professional revelations.
Be flexible in responding to the changing needs and concerns of the mentee.
Maintain a positive, professional relationship with your mentee.
Keep the environment open for discussion. Be a good listener.
Guide the mentee toward using a problem-solving approach.
Expect and provide for spontaneous interaction, but also schedule specific times for structured conferences.
Model every teaching process/strategy before asking the mentee to make an independent attempt.
Think ahead and be proactive. Prevent problems rather than waiting to react to them.
Be clear and specific in your feedback. Provide suggestions in a non-judgmental manner and also provide accolades. Explain the reasons behind the praise and suggestions that are given to the mentee.
Be aware of the mentee's progress. Carefully plan future activities based upon present performance.
Mentoring EtiquetteDo:
Respect your mentee's time as much as your own.
Be explicit about the “norms” for your meetings and your own needs and limits (e.g., time, style of interfacing, etc.).
Ask if you can make a suggestion or offer feedback.
Tell your mentee to move toward their goals, not yours.
Express appreciation for any help your mentee gives you.
Keep the relationship on a professional basis.
Recognize and work through conflicts in a respectful way; encourage discussion of differences.
Keep the door open for your mentee to contact you in the future (if desired).
Don't:
Assume that your schedule always has priority.
Make your mentee guess or learn by trial and error about the ground rules of your meetings.
Assume your advice will be followed.
Expect a clone of yourself.
Take your mentee for granted or assume that they don't need positive reinforcement.
Move too quickly into a personal friendship, if at all.
Discuss inappropriate subjects and force your solutions in conflicts.
End the relationship on a sour note.
See Appendix C for suggested mentoring activities.
Mentorship/Evaluation/Coaching DifferencesThe table below compares mentorship, evaluation, and coaching.
Mentorship Evaluation Coachingrelationship oriented assessment/professional task orientedtrusting/collegial formative/summative performance drivenlong term/ongoing judgment short termencourages self-reliance and growth
value judgment made by supervisor
Types of MentoringOne-on-One Mentoring: This is the most common mentoring model. One-on-one mentoring matches one mentor with one mentee. Most people prefer this model because it allows both mentor and mentee to develop a personal relationship and provides individual support for the mentee. Availability of mentors is the only limitation.
Resource-Based Mentoring: This model offers some of the same features as one-on-one mentoring. The main difference is that mentors and mentees are not matched formally. Instead, mentors agree to add their names to a list of available mentors from which a mentee can choose. It is up to the mentee to initiate the process by asking one of the volunteer mentors for assistance. This model typically has limited support within the organization and may result in mismatched mentor-mentee pairing.
Group Mentoring: Group mentoring requires a mentor to work with four to six mentees at one time. The group meets once or twice a month to discuss various topics. Combining senior and peer mentoring, the mentor and peers help one another learn and develop appropriate skills and knowledge. Group mentoring is limited by the difficulty of scheduling meetings for the entire group. It also lacks the personal relationship that most people prefer in mentoring. For this reason, it is often combined with the one-on-one model.
Training-Based Mentoring: This model is tied directly to a training program. A mentor is assigned to a mentee to help that person develop the specific skills being taught in the program. Training-based mentoring is limited because it focuses on the subject at hand and doesn't help the mentee develop a broader skill set.
Executive Mentoring: This top-down model may be the most effective way to create a mentoring culture and cultivate skills and knowledge throughout an organization. It is also an effective succession-planning tool, because it prevents the knowledge "brain drain" that would otherwise take place when senior management retires.
See Appendix D for stages of mentoring.
Conclusion
Establishing a mentorship program in your school is not a simple, straightforward process—there are some things you have to do prior to starting a mentorship program, and there many things involved in implementing and maintaining an effective mentorship program. There are specific questions that have to be asked, and the answers must come from key stakeholders in the community where the school is located. While suggestions and ideas for establishing a mentorship program are provided in this guide, the type of mentorship program that is implemented must address the specific needs in your community and may look quite different from one community to the next.
Certainly, mentoring is a useful process to help teachers keep motivated, enthusiastic, and connected to the practice of teaching. It can provide a strong foundation for a sustainable, interactive, and productive professional learning community. Students will benefit from a successful mentorship program as both mentoring teachers and mentees learn to be more effective in the classroom.
Mentoring programs are suitable in a First Nations context as they involve sharing of knowledge and expertise and mutual support. The practice has been part of the traditional way of life for many generations of First Nations people. With the many trends and issues that come up in education, a mentorship program can provide an environment where people learn from each other by developing relationships that foster effective teaching and learning.
“This is a journey that can take time to create, time to grow, and time to change.”
Doreen McPherson
(Photo by shellorz, http://goo.gl/PnoVzB)
Glossaryetiquette: customary rules of behaviour.
mentoring triad: system of mentoring where one mentor works with more than one mentee at the same time.
mentoring: process that mentors use to support and guide their mentee through the necessary transitions that are part of learning how to be effective educators. Mentoring is a reciprocal learning relationship in which mentors and mentees agree to a partnership where they work collaboratively toward the achievement of mutually defined goals that develop a mentee's skills, abilities, knowledge, and thinking skills.
mentor: person who assumes the primary responsibility for providing mentoring. The mentor is an experienced and frequently more senior person who works in a similar location and has a similar level of responsibility as the mentee. Each First Nation community will have their own language term and meaning for mentor.
mentee: new educator working with a mentor; the person being mentored.
Appendix A
Needs Assessment for MenteesPlease choose the responses that most closely indicate your level of need for assistance in the area described (Podsen and Denmark 2000). Possible Responses:
A—Little or no need for assistance in this area. D—High need for assistance in this area.
B—Some need for assistance in this area. E—Very high need for assistance in this area.
C—Moderate need for assistance in this area.
1. Finding out what is expected of me as a teacher
2. Communicating with the principal
3. Communicating with other teachers
4. Communicating with parents
5. Organizing and managing my classroom
6. Maintaining student discipline
7. Obtaining instructional materials
8. Planning for instruction
9. Managing my time and work
10. Diagnosing student needs
11. Evaluating student progress
12. Motivating students
13. Assisting students with special needs
14. Planning for individual differences among students
15. Understanding the curriculum
16. Completing administration paperwork
17. Using a variety of teaching materials
18. Facilitating group discussions
19. Grouping for effective instruction
20. Administering tests
21. Understanding the school system's teacher evaluation process
22. Understanding legal rights and responsibilities as a teacher
23. Dealing with stress
24. Becoming aware of special needs services provided by the school
25. Understanding the culture and values of the local community
Appendix B
Criteria for Selecting Teacher MentorsTeacher: Date:
(Rank the items listed below by checking the appropriate column.)
1: Basic 3: Proficient 5: Exemplary
1 3 5
A. Professional Competence and Experience
Has knowledge of pedagogy and expertise with subject matter
Has excellent classroom management skills
Collaborates with others
Understands the policies and procedures of the school, district, and teachers' association
B. Attitude and Character
Exhibits strong commitment to the profession
Demonstrates resiliency and flexibility
Eagerly shares information and ideas with colleagues
Exhibits good humor and resourcefulness
Willingly serves as a role model for others
Enjoys new challenges
C. Communication Skills
Effectively articulates instructional strategies
Listens attentively
Offers critiques in positive and productive ways
Asks questions that facilitate reflection
Maintains confidentiality
D. Interpersonal Skills
Maintains trusting professional relationships
Works well with people from different cultures
Is approachable and easily establishes rapport with others
Is patient and supportive
Knows how to express care for professional and emotional needs of others
Administrator Date
Appendix C
Suggested Activities for the First Year of MentoringPrior to the beginning of classes, the mentor will
Meet and welcome the new/beginning teacher
Introduce new/beginning teacher to mentoring triad and explain roles, relationships, and expectations of each triad member
Conduct a tour of the building
Provide assistance in ordering supplies and locating textbooks, if applicable
Help, as needed, with classroom preparation
Suggest actual lesson plans for first day/week activities and assessments, if requested
After classes begin, the mentor will
August
Initiate informal "drop-in" meetings to touch base
Work on developing a collegial relationship
Assist with classroom management plan
Acquaint new/beginning teacher with monthly district and building activities (e.g., pre-assessments)
September
Introduce new/beginning teacher to unwritten rules and customs within the district
Work toward establishing observation times
Explain building professional development plan
Discuss monthly district and building activities
October
Conduct formal observations and feedback; identify a focus for next observation
Assist with classroom management plan
Share resources
Explain reporting/conference process
Arrange observations of other teachers with a particular expertise
Discuss monthly district and building activities
November
Discuss feedback from parent conferences
Work toward model teaching
Continue observation feedback
Discuss professional development opportunities
Continue curriculum/assessment dialogue
Inform new/beginning teacher about state assessments, if applicable
Discuss monthly district and building activities
December
Give model teaching feedback
Continue observation feedback
Continue verbal and written support and encouragement
Review end of semester assessments and reporting procedures
Discuss monthly district and building activities
January
Review school/classroom procedures for ending and beginning a semester
Address questions concerning report cards and grading
Evaluate/review first semester's experiences
Continue to inform new/beginning teacher of curriculum resources
Discuss monthly district and building activities
February
Continue with observation feedback
Continue with encouragement and support
Remind new/beginning teacher of professional growth opportunities and professional organizations
Discuss monthly district and building activities
March
Continue monitoring new/beginning teacher's concerns and needs
Review end of quarter assessments and report cards
Encourage participation in school activities such as building level committees and/or district level activities
April
Explain budgeting and ordering for the following year
Continue to build new/beginning teacher's self-confidence
Discuss career planning and development
Review end-of-year assessments and reporting procedures
Explain professional development plan wrap-up
Discuss monthly district and building activities
May
Discuss end-of-year procedures
Discuss testing and evaluating end-of-year progress of students
Inform of awards, certificates, or recognition activities for students
Build on and reinforce peer relationship
Discuss monthly district and building activities
June
Review year's events
Evaluate the mentoring program
Discuss concerns of new/beginning teachers
Identify goals for following year
Recognize/celebrate the year's successes
Appendix D
Stages of Mentoring1. Anticipation Stage—(July) Eastern Direction. New teachers begin to anticipate their
first year of work during their student teaching experiences. This is the direction where the sun rises. The place of beginnings. The light brings knowledge. Here the power of knowledge is strong.
2. Survival Stage—(Aug.-Oct.) Southern Direction. This is the time when the sun is at its highest point. It is the direction from where the warm winds blow. This is the spirit of the earth, the power of life, and a time for peace and renewal. The realities of the day-to-day work of the classroom soon overwhelm new teachers. Encourage the mentee to reflect on things that are going well, on successes as well as setbacks. Share experiences.
3. Task Stage—(Nov.-Jan.) Western Direction. Spirit of water. Darkness comes from the direct power of change, the place of dreams, introspection, and the unknown. A time of purity and change. This is the time most new teachers enter a stage of disillusionment. Teachers need help to prioritize the many tasks that they feel compelled to complete. Many new teachers spend up to seventy hours a week on school work. This is the stage when many new teachers do not accurately anticipate the amount of work their chosen profession requires, but most manage to maintain their energy and commitment to student learning. Mentors need to share common methods of more efficiently accomplishing common teaching and management tasks. Time to invite the new teacher to observe colleagues who demonstrate exemplary practice in areas that the beginning teacher has expressed interest.
4. Impact Stage—(Feb.-June) Northern Direction. Spirit of the wind. Cold winds blow from the north. This is the time for the power of wisdom. It is at this time we reflect on what we began in the East. For teachers on a traditional calendar the winter break marks a transition in the pace and flow of life. Time away with family and friends reminds the new teacher that they have a life outside the classroom. Rest and relaxation energizes both body and soul. This stage is usually the toughest challenge the new teacher has to navigate. This is also a time when many new teachers tend to get sick. The mentors will find that this is a time when mentees need to be commended for being student centred. Expose the mentee to more complex teaching and learning strategies. Focus on consistent encouragement and the teachings of the four directions.
Appendix E
Mentoring Overview(Adapted with permission from Louis Riel School Division)
ReferencesAlberta Teachers’ Association. 2003. Mentoring Beginning Teachers: Program Handbook. Edmonton,
AB: Alberta Teachers’ Association.
British Columbia Newsroom. 2012. “Mentorship Pilot to Support New Teachers.” http://www.newsroom.gov.bc.ca/2012/04/mentorship-pilot-to-support-new-teachers.html
Chief Dan George. 1974. My Heart Soars. Buffalo: Hancock House.
Fagan, Michael, and Glen Walter. 1982. “Mentoring Among Teachers” Journal of Education Research 76, (2):113-118. http://www.jstor.org/stable/27539951
Louis Riel School Division. 2011-2012. Mentorship Program Handbook https://www.lrsd.net/A9/Attachments/mentor_handbook_2011_12.pdf
Management Mentors. 2013. “The Difference between Coaching and Mentoring.” http://www.management-mentors.com/resources/coaching-mentoring-differences/
Manitoba First Nations Education Resource Centre. “Meaning of Mentoring” (traditional story shared by Dan Thomas). Winnipeg, MB: MFNERC.
Manitoba First Nations Education Resource Centre. 2013 (mentorship think tank session for service delivery specialists, February 7, 2013). Winnipeg, MB: MFNERC.
Miller, Marcus “Developing an Effective Mentorship Program” Retrieved October 25, 2013 at http://www.leapjob.com/documents/CMA_March2006_LEAPJob.pdf
Ontario Ministry of Education. 2006. New Teacher Induction Program: Partnering for Success (brochure). Accessed at http://www.edu.gov.on.ca/eng/teacher/NTIP.pdf
Ontario Ministry of Education. 2009. Supporting Effective School Leadership: A Handbook for Implementing Mentoring for Newly Appointed School Leaders in Ontario Accessed at http://www.cpco.on.ca/ResourceLibrary/MPA/Handbook.pdf
Podsen, India and Vicki M. Denmark. 2000. Coaching & Mentoring First-year and Student Teachers. Larchmont, NY: Eye On Education.
Public Schools of North Carolina State Board of Education. 2010. North Carolina Mentor Program: Beginning Teacher Guidelines for the 21st Century Professional. Accessed at http://www.ncpublicschools.org/docs/educatoreffectiveness/beginning/mentorteachershandbook.pdf
Standing Senate Committee on Aboriginal Peoples. 2011. Reforming First Nations Education: From Crisis to Hope. Accessed at https://www.google.ca/#q=reforming+first+nations+education+from+crisis+to+hope
Sullivan, Cheryl Granade. 1992. How to Mentor in the Midst of Change. Association for Supervision and Curriculum Development. Alexandra VA.
Urban Native Youth Association. Training the Leaders of Tomorrow (brochure) Accessed at http://www.unya.bc.ca/downloads/unya-mentorship-program-brochure.pdf.
