Mentor September Forum #1Targeted Support for BTs

“It’s all about student achievement.”

CIC:

ConnectingForum Structure Part A

Agenda• Outcomes and Norms• Connecting Activity• Targeted Support for BTs

- Using Attitudinal Phases of First Year Teaching- Addressing BTs’ Needs Identified by CIC

• Reminding BTs of Dates and Available Training• Closing

Outcomes• Mentors will know how the phases chart helps

anticipate and understand BTs’ needs• Mentors will be prepared to give specific

targeted support needed by BTs as identified by CIC.

• Mentors will be aware that BTs need reminding of important dates.

Norms

• Active Listening• Appropriate use of electronics• Equity of voice• Respect for all perspectives• Confidentiality

Introductions

Going around each table (room, if you have a very small group) and state:

• Your name• What you teach• Something that will make us all smile

LearningForum Structure Part B

Targeted Support for BTs

PHASES OF FIRST YEAR TEACHING: ATTITUDES PHASES OF FIRST YEAR TEACHING: ATTITUDES TOWARD TEACHINGTOWARD TEACHING

Moir, Ellen (1990) New Teacher Center, Santa Cruz, California

Anticipation Phasehas likely come and gone

BTs were excited about:• Having a job/getting a paycheck• Committing to changing the world• Getting/decorating their room• Making teacher friends• Preparing to greet students• Planning exciting and engaging lessons

Focus on Survival and Disillusionment• Participants will be assigned to either a

“Survival” group or a “Disillusionment” group.• Each participant will read Ellen Moir’s

narrative of their assigned phase.• The recorder for each group will write ideas

from the group about what a BT needs if in their assigned phase and ideas about how the BT’s mentor can support the BT to address each need.

• Make a poster using the t-chart template.

Assigned Phase Icon

BT Needs Mentor Support

T-Chart Template

•Draw a chart on poster paper using this template.

•Design an icon that represents your phase.

•Specify three BT needs.

•For each need, identify a way to support the BT.

Share Charts• Each group will display their chart and chose a

reporter.• Each reporter will share out one BT need and

one way to support the BT that addresses that need.

• After each group has shared, determine if there are significant common BT needs that should be addressed with campus training.

Common Concern:Classroom Management

Since classroom management is an easily predictable common concern for BTs, the BT Forum #1 focused on addressing and preventing behavior issues. Mentors can reinforce the training by encouraging their BTs to prepare and practice responses to minor behavior infractions. Mentors should help BTs master responses that are in a brief, calm, immediate, and consistent manner.

Assertive Approach to Intervention Be sure your message is clear• Use proximity• Stay calm and lower your voice• Keep the focus of your message on the

behavior• Be direct and specific• Be firm and matter of fact• Specify any consequencesFollow through with accountability• Be consistent• Be fair

Effective Intervention Practice• Form groups of three and assign roles:

- Student - Teacher - Observer• Student chooses a scenario from the stack of five

and reads it aloud• Teacher role-plays a response directed to student• Observer gives positive feedback to teacher• Teacher incorporates feedback from observer and

responds to the same scenario• Teacher asks observer for specific advice and

gives a polished response to the scenario• Repeat the above activity 2 more times until each

participant has played all 3 roles

Discovery of BT Needs by CIC

Examples of what might be listed by CIC:• Lack of mentor entries in MAS• Lack of grades in Gradespeed by BTs• BTs not showing up for teacher duty

Reminding BTs: What, When, and Where

Instructional/Testing Dates

Examples of what might be included:• BOY Math and Reading District

Assessments• District Bench Mark Assessments• (Continue to generate campus

specific dates/topics)

Available Training for BTsLog on to http://houstonisdpsd.org. Follow this pathway:

• Click on PD Departments• Click on STEP (which stands for Supporting

Teachers through Exemplary Practice)• Click on New Teacher.

ManagingForum Structure Part C

Dates/Deadlines for MentorsTraining requirement is differentiated. Explanation is found in DOCUMENTS on mentor website page. Log on to http://houstonisdpsd.org/pd/step/mentors.

• Click on Documents • Open September 4, Mentor Training,

Stipends, and MAS Activity.

Registering for On-Line Courses

• Enroll in the course via eTRAIN. • Note the start-date of the course.• Log on to the HUB.• Look for your course in the GO TO fdrop down

menu.• All online courses, except for EL0111 will close

in seven (7) days from start date indicated in eTRAIN.

ClosingForum Structure Part D

Reflecting on the TrainingComplete the CAL Survey:• What’s working? (What is going well so far this

year in your role as a mentor?) • What are your challenges/concerns? (Have

there been any challenges or concerns that have not been easy to address or to solve?)

• What might be your next steps? (What might you do to address any pending concerns? How will you use what has been addressed in this training?)

• What can I do for you? (What can I do to help you, your BT, and the mentoring program on our campus?)

Training Survey• Indicate on the CAL Survey if you have registered

for the Rick Smith Classroom Management training?

• Indicate the applicable courses you have completed?- Check the boxes for the completed courses.- To the right of the courses that you have not completed, write the date that you anticipate you will have it completed.