PATHWAYS MENTORING PATHWAYS MENTORING WORKSHOPWORKSHOP

PATHWAYS MENTORING PATHWAYS MENTORING WORKSHOPWORKSHOPDr. Jane ZengerDr. Jane Zenger

Dr. Quantina HaggwoodDr. Quantina Haggwood

September 9, 2009September 9, 2009

Reflective Questions

• What is the purpose of mentoring?• What is effective mentoring?• Why would someone want to be a

mentor?

AGENDA• What is the definition and purpose of mentoring?

• What are the current state (SC) and district regulations and goals?

• What are the expectations and realities of mentoring and being mentored?

• What are the characteristics of a good mentor?

AGENDA• Who needs mentoring?

• What are the presumed needs of the new teacher protégé’?

• How can one use Cognitive Coaching to help solve problems?

• How is school leadership related to mentoring?

What is mentoring?

Mentoring is a process through which experienced teachers guide a less experienced teacher to proficiency.

What is a mentor?• An experienced, successful and

knowledgeable professional who willingly accepts the responsibility of facilitating professional growth and support of a colleague through a mutually beneficial relationship.

• An experienced teacher whose willingness to assist and support new teachers is readily apparent in their attitudes, beliefs and philosophies of teaching

Why do we need mentoring?

Teacher Retention Statistics• 17% of teachers leave after one

year• 30% of teachers leave after two

years• 40% leave after three years• Nearly 50% leave after five years

Why do we need mentoring?

Cost Impact• The cost of replacing a teacher is

25-35% of the annual salary and benefit costs.

• It costs $11,000 every time a teacher leaves the profession

THE PURPOSE• Retaining quality teachers

• Improving beginning teachers’ skills and performance

• Supporting teacher morale, communications and collegiality

• Building a sense of professionalism, positive attitude

THE PURPOSE

• Facilitating a seamless transition into the first year of teaching

• Putting theory into practice

• Preventing teacher isolation

• Building self-reflection

What the SC Dept. of Education says about

mentoring!

PURPOSE• A mentoring program should provide

opportunities for new and experienced teachers to grow professionally and improve their teaching.

• It is more than just assigning an experienced teacher with a novice teacher.

Goals of a Goals of a MentorMentor

The main purpose of a mentor is to provide the educational leadership and collaboration necessary to implement professional growth on the part of the new teacher you work with.

Goals of a MentorGoals of a Mentor• Help new teachers make a smooth

transition into the teaching profession• Provide psychological support so the

new teacher develops a commitment to teaching

• Provide on-going coaching and support• Help the new teacher improve their

classroom teaching

Goals of a MentorGoals of a Mentor

Help make the new teachers first year experience provide a broad variety of professional experiences

What Richland One says about mentoring? Mentors will:• Participate in 4 professional development

sessions• (after regular school hours)• Complete mentor training, in accordance with• South Carolina Dept. of Ed. guidelines, to

become a certified mentor• Communicate regularly with Mentor Specialist• Complete all required mentor documentation• Meet weekly with mentee for a minimum of one

hour per week

Group Activity

EXPECTATIONS VS

REALITY

CHARACTERISTICS CHARACTERISTICS OF GOOD OF GOOD MENTORSMENTORS

GROUP ACTIVITY• Groups of 3 or 4

• 10 Characteristics of Good Mentor

• Write a job advertisement

• Share

CHARACTERISTICS CHARACTERISTICS OF GOOD MENTORSOF GOOD MENTORS

– Trustworthy– Sensitive and genuine– Tolerant and understanding– Flexible– Positive and caring– Credible – Nurturing and supportive– Accepting and empathetic– Knowledgeable and competent

Characteristics of Characteristics of Good Mentors Good Mentors (SKILLS)(SKILLS)

– Problem solving– Assessing and responding to the

needs of the new teacher– Effective communication– Active listening– Time management– Ability to reflect– Conflict resolution– Data collection

Characteristics of Characteristics of Good Mentors Good Mentors

(Knowledge)(Knowledge)

– Role of a mentor– Needs and concerns of new teachers– State and national standards and

their use in the classroom– Effective teaching practices– Coaching and modeling– Reflective practice– Interpersonal development – Individualized learning theory

ROLES OF MENTORS• Resource• Problem Solver• Advocate• Facilitator• Coach• Collaborator• Learner• Assessor• Trusted Listener• Teacher

ROLE ROLE ACTIVITYACTIVITY

Who needs mentoring?

•New/Induction teachersNew/Induction teachers• New-to-school teachers• Teachers in crisis• Practicum students• Interns

Phases of First Year Teachers’Attitudes Towards Teaching

Anticipation

Survival

Disillusionment

Rejuvenation

Reflection

Anticipation

I’m ready!

HELP!

Yes!I can!

Winter Break!

Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug

What does aWhat does a first first year look like?year look like?

Who needs mentoring?• New/Induction teachersNew/Induction teachers

•New-to-school teachersNew-to-school teachers•Teachers in crisisTeachers in crisis•Practicum studentsPracticum students• InternsInterns

Things to Consider• Age• Experience• Background• Relationship• Training

How is mentoring different for each group?

(needs)

Round Round RobinRobin

Protégé Needs• Perception vs Reality

• Top 2 needs from each section

• New vs Experienced

BUILDING BUILDING RELATIONSHIPSRELATIONSHIPS

Phases of a Phases of a Mentor/New Teacher Mentor/New Teacher

RelationshipRelationship

• Establishment of the Relationship• Getting to Work• Evaluation and Follow Up

Establishing the Establishing the RelationshipRelationship

Establishing the Establishing the RelationshipRelationship

New teachers need:– To know that the relationship is about them– Believe their mentor is a trusted confident

and that your role is not evaluative– Understand how you will discuss and

manage problems or new crisis and learning opportunities

– Know that their problems are not limited to them but are universal among new teachers

Establishing the Establishing the RelationshipRelationship

To produce a win-win situation mentors must:– Be non-judgmental and supportive in

conversations with their new teacher– Ask the new teacher about their needs,

concerns and expectations for your relationship and communication process

– Understand that it is not easy for a new teacher to trust them and it takes time to earn their trust

Establishing the Establishing the RelationshipRelationship

• To produce a win-win situation mentors must:– The new teachers self esteem may

be threatened and is concerned about how you view them

– Beginning teachers may feel inept or think their problems are too overwhelming or stupid to share

Getting to WorkGetting to Work

Getting to WorkGetting to Work• During this time new teachers

need:– To feel the relationship is consistently

supportive– Identify problems and establish

strategies to address the problem

Getting to WorkGetting to Work• Mentors can help the new teacher by:

– Maintaining and enhancing the relationship– Assisting the new teacher in defining and

understanding the problems– Aid the new teacher in finding solutions to

problems and teaching skills needed to manage difficult situations

– Identify goals and objectives to reach and decide on a method to assess achievement of the goals

Evaluation and Evaluation and Follow UpFollow Up

Evaluation and Evaluation and Follow UpFollow Up

• During this time new teachers need:– To know that their efforts and

achievements have been observed and recognized

– Opportunities to express their thoughts and feelings toward their relationship with their mentor

– Assess the effectiveness of strategies employed to remedy problems and difficult situations

Evaluation and Evaluation and Follow UpFollow Up

• Mentors also need:– To ask for feedback regarding their

effectiveness in facilitating their new teachers ability to problem solve

– Share their perceived benefits as a mentor

– Know that their efforts have been observed and recognized

– To redefine the relationship as the beginning teacher enters their second year

Give One – Get One• List 3 strategies you will use to

develop a trusting relationship with a mentee.

• Find a partner.

• GIVE ONE idea from your list to your partner. GET ONE IDEA FROM YOUR PARTNER.

• If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists.

• Move again.

Note: Exchange no more than one

strategy with any given partner.

Cognitive Coaching

Listening and Listening and Problem Solving Problem Solving

StrategiesStrategies

Role PlayRole Play

Materials to Materials to ShareShare

“The Take Away”1. Can a group of teachers have an

impact on teacher retention and recruitment within their school setting? If yes, how?

“The Take Away”

2. Is mentoring the responsibility of teachers if they are not selected as “official mentors”? What is the reason for this question?

“The Take Away”

3. Do you consider yourself a mentor? Expand on this.

THANK THANK YOU!!!YOU!!!