The Quality of Mentoring MattersThe Quality of Mentoring Matters

February 22 and 23, 2012February 22 and 23, 2012

INTC ConferenceINTC Conference

Rosalie GardnerRosalie Gardner

FacilitatorFacilitator

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

PurposePurpose

Continue discussion on quality mentoring

Identify areas for revisionLook at data collections from

last yearWhere do we go with this from

here?

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Alphabetability Alphabetability

At your table, quickly introduce yourself, your district/school, and your role in mentoring and induction.

Identify a recorderUsing Alphabetability chart on your table,

– identify something you know about mentor quality for each letter of the alphabet (word or phrase)

Share out

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Mentor Quality ToolsMentor Quality Tools

Review the mentor quality rubric from last year

Mentor Selection Criteria

3 2 1

Teaching ability

Demonstrates the ability to help others actively learn new knowledge, skills and perspectives, evidenced by student / supervisor feedback.

Has the ability to help others actively learn new knowledge, skills and perspectives, but does not always demonstrate.

Person is directive and inflexible in their approach to others.

Working with adultsDemonstrates a collegial manner when working with colleagues (A Team approach). More of a coach.

Sometimes demonstrates working with colleagues. Focused on self rather than others.

Does not have the skills to work with colleagues in a collegial manner.

Sensitivity to viewpoints of othersDemonstrates the ability to understand others viewpoints without judgment. Can adapt to varied situations.

Sometimes is judgmental in their dealings with others.

Often judgmental in dealing with others.

Willingness to be an active and open listener

Demonstrates the ability to actively listen to others without interruption.

Sometimes demonstrates the ability to actively listen to others with some interruption.

Often interrupts when they should be listening.

Interpersonal skillsHe or she is a reflective thinker when problem solving. Shows empathy yet firm. Demonstrates trustworthiness.

Tends to give more suggestions than asking reflecting questions. More intuitive in teaching than reflective.

“His or her way is the only way”

Role modelActs as a role model, demonstrating high standards, good listening skills, ethics, and professionalism.

Sometimes acts as a role model in demonstrating high standards, good listening skills, ethic, and professionalism.

“Talk the talk, but don’t walk the walk”

Organization , communication and management skills

Communicates to parents, colleagues, students, and others effectively as well as demonstrates good organization and effective classroom management.

Sometimes communicates effectively with colleagues, parents, and somewhat organized.

Poor communication skills and disorganized.

Commitment to programWillingness to go above and beyond to help a new teacher become successful.

Willing to do the minimum requirements.

More interested in “what’s in it for me:”

Best PracticesDemonstrates knowledge and application of “best practices” into own teaching.

Some knowledge of “best practices” for teaching with little application into own teaching.

Does not demonstrate use of “best practices” in own teaching.

TOTALS

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Mentor Selection and Assignment, Mentor Selection and Assignment, Standard 5.1Standard 5.1

Program leadership, program partners and all stakeholders are guided by clear rigorous selection criteria and processes to ensure that beginning teachers will receive high quality mentoring throughout their participation in the induction program

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Criteria in 5.1Criteria in 5.1

Demonstration of effective teaching practiceKnowledge of pedagogySelf-reflectiveStrong intra- and inter-personal skillsKnowledge of contextContent knowledgeSkills and interest in supporting diverse

learning needs

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Translating qualities into actionTranslating qualities into action

At your table 1. Compare the criteria on the left with the criteria

listed on the last slide2. What needs to be revised, deleted, or added?3. Evaluate the rubric scale and descriptors. Make

revisions you feel are needed. What would you use for cut scores?

Identify your ideas on chart paper and post for sharing.

ScorecardScorecard

24-27 Top candidate

20-23 High Average candidate

20-below Questionable candidate

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

ProcessProcess

Baseline data– All mentors self-evaluated summer 2010

First data collection spring of 2011 from new teachers (1st and 2nd separate), mentors (year one separate from year two), and administrators

Data analyzed

Second data collection spring of 2012 in same manner

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Analyze dataAnalyze data

At your tables, review the baseline data and the 2011 data.

What do the data say about mentor quality…– From new teacher perspective?– From mentor perspective?– From administrator perspective?

What discrepancies do you see between the data from the different stakeholders?

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Baseline DataBaseline Data

Baseline Mentor’s perceptions1. Teaching Ability: 2.692. Working with Adults: 3.03. Sensitivity to viewpoints: 2.624. Active, open listener: 2.555. Interpersonal skills: 2.556. Role Model: 2.727. Organization, communication, management: 2.798. Commitment: 2.979. Best Practices: 2.79

Mentor Selection Criteria

Perceptions New Teacher Mentor (2011) Principal

Teaching ability 2.77 2.45 (2.69) 2.45

Working with adults 2.93 2.90 (3.0) 2.64

Sensitivity to viewpoints of others 2.83 2.79 (2.62) 2.45*

Willingness to be an active and open listener

2.87 2.76 (2.55) 2.5*

Interpersonal skills 2.93 2.69 (2.55) 2.45

Role model 2.90 2.76 (2.72) 2.54*

Organization , communication and management skills

2.73 2.48 (2.79) 2.64

Commitment to program 3.0 2.97 (2.97) 2.68*

Best Practices 2.97 2.76 (2.79) 2.55

*Indicates marked as 1 for 1 or more mentors

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Where do we go from here?Where do we go from here?

What do you not learn from the data that you want to know?

How can that information be collected?How would you use this data with

program participants?What are you doing in this area? How

does it fit with or compliment this work?

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Wrap-up/evaluationWrap-up/evaluation

Tool is available as a word document on the INTC website under shared resources

Questions:Rosalie Gardner, rgardner@roe45.org

618-939-5650Monroe-Randolph ROE 45

Waterloo, IL 62298