SNCDSB Mentor TrainingSNCDSB Mentor TrainingJanuary 21 and 22, 2010January 21 and 22, 2010

Thunder BayThunder Bay

Presented by: Dawn Masson dmasson@mail.rrdsb.com

Beth Fairfield bfairfield@mail.rrdsb.com

Classroom-basedClassroom-basedTeacher Teacher LearningLearning

Classroom-basedClassroom-basedTeacher Teacher LearningLearning

Program Program VisionVision

Program Program VisionVision

Institutional Institutional Commitment Commitment

& Support& Support

Institutional Institutional Commitment Commitment

& Support& Support

Professional Professional StandardsStandards

Professional Professional StandardsStandardsQuality Quality

MentoringMentoringQuality Quality

MentoringMentoring

Induction ProgramInduction Program Essential Essential

ComponentsComponents

Induction ProgramInduction Program Essential Essential

ComponentsComponents

Buddies vs. MentorsBuddies vs. Mentors

Buddy:Buddy:•InformalInformal•PeersPeers•Same departmentSame department•Short time frameShort time frame•No specialized No specialized trainingtraining

““DEW DROP”DEW DROP”

Mentor:Mentor:•FormalFormal•Long and short term Long and short term goalsgoals•Specialized trainingSpecialized training•Non evaluativeNon evaluative

““STRUCTURED STRUCTURED APPROACH”APPROACH”

““Teacher effectiveness Teacher effectiveness improves over time and improves over time and has a direct impact on has a direct impact on

student learning”student learning”

“Research shows a direct “Research shows a direct connection between connection between retention and new retention and new teacher support”teacher support”

4 Corner Activity4 Corner Activity

Go to the corner which you believe Go to the corner which you believe best describes:best describes:

“Mentoring in my board is like…..”

Discuss with others in your corner; select a spokesperson to share with

the group.

DOUBDOUB

TT

BEST

BEST YEARS OF

YEARS OF

OUR LIVES

OUR LIVESALL Q

UIET O

N THE

ALL QUIE

T ON THE

WESTERN FRONT

WESTERN FRONT

SOMETHINGS

SOMETHINGS

GOTTA GIVE

GOTTA GIVE

Pulse Check: The first few Pulse Check: The first few months…months…

Thank you for the time Thank you for the time you have taken to you have taken to mentor a new teacher.mentor a new teacher.

“I’m expected on my first day to do

essentially the same job as the twenty year

experienced teacher.”

“I just left the staff meeting, and my principal told me that

the SERT and I must complete an IEP for a student who has FASD in preparation

for an IPRC meeting.

Where do I get the dictionary?”

“I am struggling with classroom

discipline. I wouldn’t admit that to my principal, but where do I go for

help?”

“I work 14 hour days and I barely keep up.

Is this what the profession is all about?”

“I just got thrown in two weeks after school started. I had

no time to prepare andlittle guidance from

administration. It was basically sink or swim.

I’m still trying to learn to float.”

“If I could do it all over again . . .

and I could have just one wish. . .

I’d ask for a mentor.”

1st year teachers are expected, on their first day, to do the same job as 20 yr. veterans

Teachers are isolated from their peers for the majority of the work day which prevents the natural mentoring process to occur

High school – isolation in terms of subjects taught – smaller schools may have only 1 Geography teacherSmall schools – multi-grade classesNew teacher gets the jobs that others do not want (often the neediest and most difficult students)New teachers are often doing jobs that don’t match their trainingNew teacher is usually traveling between two buildings

“Is this the life of a teacher?” “Is this the life for me?”

Why Mentor?

What are the effects of not having induction programs?

22-33% of teachers leave within 22-33% of teachers leave within their first 3 years. The OCT stated their first 3 years. The OCT stated “the most common reason listed was “the most common reason listed was lack of support to adjust to the lack of support to adjust to the demands of the classroom.” demands of the classroom.” This data This data was taken from the Ontario Teacher’s Pension was taken from the Ontario Teacher’s Pension Plan.Plan.

If new teachers have a challenging class they If new teachers have a challenging class they may develop coping strategies just to get them may develop coping strategies just to get them through the year. These strategies can lead to through the year. These strategies can lead to ineffective teaching styles.ineffective teaching styles.

Experienced teachers are reluctant to interfere and/or offer assistance

Double Barrier to Assistance

Novice teachers are hesitant to request assistance

Information vs. ImpressionInformation vs. Impression

Induction

OngoingPD

Ontario College of Teachers Ontario College of Teachers Transition to Teaching study Transition to Teaching study (Dec/05)(Dec/05)

““Fewer than 1 in 12 graduates of Fewer than 1 in 12 graduates of Ontario’s faculties of education left the Ontario’s faculties of education left the teaching profession in the first four teaching profession in the first four years following graduation”years following graduation”

““More than 91% remain members of More than 91% remain members of the College”the College”

““Similarly low rates of loss appear to Similarly low rates of loss appear to be emerging for the graduates of the be emerging for the graduates of the subsequent three years”subsequent three years”

Goals of Induction Programs

To support new teachers as they progress along a continuum of professional development.

To increase teacher retention during the induction years

To promote the personal and professional well-being of novice teachers

To create a culture of collaboration within schools.

Understanding the Novice Understanding the Novice TeacherTeacher

““Setting the Stage”Setting the Stage”Understanding the needs Understanding the needs

of the new teacherof the new teacher

Working in table groups:Working in table groups:

Provide a visual representation of a new Provide a visual representation of a new teacher’s experiences in their first teacher’s experiences in their first year.year.

What would it look like, sound like, feel What would it look like, sound like, feel like…..like…..

Veenman’s Most Frequently Perceived Problems of Novice Teachers

Rank Order

Problems Frequency (n=91)

1 Classroom discipline 77 2 Motivating Students 48 3 Dealing with individual

differences 43

4 Assessing students’ work

31

4 Relations with parents 31 6 Organization of class

work 27

6 Insufficient materials & supplies

27

8 Dealing with problems of individual students

26

Relations with colleagues

Procedures

Professional

ism

Routines

Differentiated Instruction

Resourc

es

Student Engagement

Parents’

Night

Baseline Data: Key Areas of NeedBaseline Data: Key Areas of Need

60

55

50

45

40

35

30

25

20

15

10

5

0

2004/2005

2005/2006

What are the Issues?

Classroom Management

Assessment & Evaluation

Report Cards & IEPs

Diversity of Learners

Communication Planning Administrative Tasks

TPA

Phases of First Year Teacher’s Attitudes

Towards Teaching

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

AnticipationReflectionSurvival

Rejuvenation Disillusionment

Looking Back…Looking Back…

In your group think back to your first years of teaching and place each phase where you think it fits best on the graph provided.

Phases of First Year Teacher’s AttitudeToward Teaching

Anticipation

Survival

Dissillusionment

Rejuvenation

Reflection

Sept. Oct. Nov. Dec. Jan. Feb. March April May June July

Anticipation

Phases of First Year Teacher’s AttitudeToward Teaching

Anticipation

Survival

Dissillusionment

Rejuvenation

Reflection

Sept. Oct. Nov. Dec. Jan. Feb. March April May June July

Anticipation

Stages of ConcernStages of Concern

Impact

Task

Self/Survival

Fuller’s Sequence of

Concerns About

Teaching

Seven Stages of Concern about Seven Stages of Concern about InnovationInnovation

Self/Survival Stage 0:Awareness

Little concern about or involvement with change is indicated.

Stage 1:Informational

A general awareness of a change and interest in learning more detail about it is indicated.

Stage 2:Personal

Individual is uncertain about the demands of the change, his/her inadequacy to meet those demands, and his/her role with the change. This includes analysis of his/her role in relation to the philosophy/practices of the school district or co-op, decision-making and consideration of potential conflicts with existing practices or personal commitment. Financial or status implication of the program for self and colleagues may also be reflected.

TASK Stage 3:Management

Attention is focused on the processes and tasks of using the change and the best use of information and resources. Issues related to efficiency, organizing, managing, scheduling and time demands are utmost.

Stage 4:Consequence

Attention focuses on impact of the change on students in his/her immediate sphere of influence. The focus in on relevance of the change for students, evaluation of student outcomes, including performance and competencies, and what is needed to increase student outcomes

IMPACT Stage 5:Collaboration

The focus is on coordination and cooperation with others regarding use of the change.

Stage 6:Refocusing

The focus is on exploration of more universal benefits from the change, including the possibility of major modifications or replacement with a more powerful alternative. Individual has definite ideas about alternatives to the proposed or existing form of the change.

ActivityActivityComplete the activity on the Stages of Concern with Innovation

Five Stages of Teacher Five Stages of Teacher DevelopmentDevelopment

Expert

•Develops automaticity around routines•Adjusts classroom practice according to multiple contexts•Acts in a more opportunistic and flexible manner•Represents problems multi-dimensionally

Proficient

•Develops heightened and intuitive sense of pattern recognition•Has holistic understanding of processes involved•Recognizes similarities between events•Actions guided by deliberation and analysis

Competent

•Articulates goals•Makes conscious choices and can explain rationale for behaviours•Sets priorities•Employs various means to achieve ends•Develops sense of “personal agency”

Advanced Beginner

•Melds book knowledge with on-the-job experience•Builds up case or episodic knowledge•Behaves in a relatively inflexible manner (rule based)•Strategic knowledge begins to guide behaviour

Novice

•Follows context free rules•Gains initial classroom experience•Behaves relatively inflexibly•Acquires formal pedagogical training•Learns objective facts and features of situations

Facilitating professional vision

Effect of Support and Effect of Support and Challenge On DevelopmentChallenge On Development

(Similar to Vygotsky’s ZPD)(Similar to Vygotsky’s ZPD)

CH

AL

LE

NG

E

SUPPORT

Low High

Confirmation

GrowthRetreat

Stasis

High

Role of the Mentor – Role of the Mentor – moving beyond “the moving beyond “the

buddy”buddy”

Roles of a MentorRoles of a Mentor

On the sheet provide individually On the sheet provide individually brainstorm roles you may assume brainstorm roles you may assume throughout the year while mentoring throughout the year while mentoring a new teacher.a new teacher.

Share your ideas with your table Share your ideas with your table group.group.

Consolidate with the entire group.Consolidate with the entire group.

Roles of a Roles of a MentorMentor

• ResourceResource• Problem Problem

SolverSolver• AdvocateAdvocate• FacilitatorFacilitator• ConsultantConsultant• CoachCoach•

CollaboratorCollaborator• LearnerLearner• AssessorAssessor• Trusted Trusted

ListenerListener• TeacherTeacher

The Big Three C’s of The Big Three C’s of MentoringMentoring

Consult Consult The mentor controls the interactionThe mentor controls the interaction The mentor offers support and provides The mentor offers support and provides

resourcesresources Information flows from the mentor to the Information flows from the mentor to the

new teachernew teacher

Add image of arrow two peopleAdd image of arrow two people

The Big Three C’s of The Big Three C’s of MentoringMentoring

CollaborateCollaborate Mentor guides interaction without Mentor guides interaction without

controlling itcontrolling it Mentor and new teacher Mentor and new teacher co-construct co-construct

shared shared solutions and materialssolutions and materials Mentor creates challenge and Mentor creates challenge and

encourages growthencourages growth

The Big Three C’s of The Big Three C’s of MentoringMentoring

Coach Coach The new teacher directs the flow of The new teacher directs the flow of

informationinformation The new teacher self assess and self The new teacher self assess and self

prescribesprescribes The mentor acts as facilitator of the new The mentor acts as facilitator of the new

teacher’s thinking and problem solvingteacher’s thinking and problem solving The mentor facilitates professional The mentor facilitates professional

vision and acts as a growth agentvision and acts as a growth agent

Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

A CONTINUUM OF A CONTINUUM OF LEARNING-FOCUSED LEARNING-FOCUSED

INTERACTIONINTERACTION

CONSULT COLLABORATE COACH

Information & Analysis

Roles & Stances of an Effective Roles & Stances of an Effective Mentor*Mentor*

Offering Support and Providing ResourcesOffering Support and Providing Resources

Creating Challenge and Encouraging GrowthCreating Challenge and Encouraging Growth

Facilitating Professional Vision Facilitating Professional Vision

*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard referenced pages: 28-29

So, in working with colleagues, how do I know which stance to use?

Continuum of Learning Continuum of Learning Focused InteractionFocused Interaction

Flexibility in StanceFlexibility in Stance

Consulting, Collaborating, Consulting, Collaborating, CoachingCoaching

With your table group: • Sort each mentor

/new teacher scenario into one of the three categories: coach, consult, collaborate.

• Chose any five of the sorted mentor /new teacher activities and decide at which NT phase it would most benefit the new teacher.

• Share with the entire group.

p. 13-15 Mentoring Matters

Characteristics of an Characteristics of an effective mentoreffective mentor

Think Pair ShareThink about someone who has been a mentor in

your life. What were they like?Jot down a list of characteristics that made that

person an effective mentor; share with your elbow partner.

In table groups create a want ad for a mentor.

Skillful mentors:Skillful mentors:

Apply a variety of skills to support

and enhance the growth of another

Actively listens to achieve understanding

Use learning-focused conversations to

clarify and deepen thinking

Employ effective feedback in a

nonjudgmental manner

Qualities of an effective Qualities of an effective mentor mentor

It’s not about us as coaches!

It’s about the colleague we’re

coaching.

Be Positive…

Model positive behaviours

Don’t complain to the new teacher about policies/procedures that you don’t agree with

Be professional even if you don’t agree or get along with someone

Models of MentoringModels of MentoringOne to

one

OnlineGro

upBroker

InformalHandout for more details

Trusting RelationshipsTrusting Relationships

The foundation of mentoringThe foundation of mentoring

You can consult without trust; but you You can consult without trust; but you cannot coach or collaborate.cannot coach or collaborate.

TRUST

50

Building a Trusting Building a Trusting RelationshipRelationship

Silent ShareSilent Share Create a “word splash” by jotting down on stickies Create a “word splash” by jotting down on stickies

the characteristics of this trusting relationship.the characteristics of this trusting relationship. Have each person in the group post one Have each person in the group post one

characteristic on the chart paper.characteristic on the chart paper. Continue posting “round robin.”Continue posting “round robin.” You may pass at any time.You may pass at any time. Appoint someone to be prepared to share with the Appoint someone to be prepared to share with the

rest of the participants & post your chart.rest of the participants & post your chart. Silently scan the charts and identify similarities. Silently scan the charts and identify similarities.

51

Give One – Get OneGive One – Get One Jot down 3 strategies you Jot down 3 strategies you

will/can use to develop a trusting will/can use to develop a trusting relationship with your mentee.relationship with your mentee.

Get upGet up and find someone at and find someone at another table.another table.

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

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

Note: Exchange no more than one strategy with any given partner.

Models of Mentoring: The Classroom Based Model

QualityTeaching

StudentAchievement

Using Data to Inform

Instruction

Using Data to Inform

Instruction

Planning Standards-

Based Instruction

Planning Standards-

Based Instruction

Ongoing Assessment of

Teacher Practice

Ongoing Assessment of

Teacher Practice

Building Schoolwide

Collaborative Practices

Building Schoolwide

Collaborative Practices

Analyzing Student Work

Analyzing Student Work Observing and

Giving Feedback

Observing andGiving

Feedback

Focuses the beginning teacher’s professional Focuses the beginning teacher’s professional growthgrowth

Guides the work of the mentorGuides the work of the mentor

Establishes professional norms of inquiry into Establishes professional norms of inquiry into and reflection upon practiceand reflection upon practice

Parallels and models the key role of assessment Parallels and models the key role of assessment in effective instructional practicein effective instructional practice

Embeds professional standards in mentoring Embeds professional standards in mentoring processprocess

Assessment for Professional Growth

Language of MentoringLanguage of Mentoring

Evidence vs. opinionEvidence vs. opinion Scaling questionsScaling questions Learning focused Learning focused

conversations and the conversations and the power of listeningpower of listening

As with any dynamic human As with any dynamic human interaction, “mentoring is messy interaction, “mentoring is messy complex work.”complex work.”

Jim Strachan TDSBJim Strachan TDSB

55

Evidence vs. OpinionEvidence vs. Opinion

In your table groups, In your table groups, use a T-Chart to use a T-Chart to compare evidence compare evidence and opinion. and opinion.

Develop a definition Develop a definition of “evidence.”of “evidence.”

Be prepared to Be prepared to report to the whole report to the whole group.group.

Evidence Opinion

Summary Statement:

56

Main Entry: ev·i·dence Function: nouna: an outward sign: INDICATIONINDICATION;

b:something that furnishes proof : TESTIMONYTESTIMONY

http://www.m-w.com/dictionary/evidence

• Based on truth

• Material items or assertions of fact

• Free from opinion and prejudice

Scaling QuestionsScaling Questions Hand outs: Building influence, scaling Hand outs: Building influence, scaling

questions questions Podcast: Podcast: TDSB Scaling Question

Learning Focused Conversations

Effective learning focus conversations involve:

ListeningUnderstandingQuestioningProviding feedback

Wait time

Effective Listening

Be accepting of their feelings, even if different from your own

Trust the other person’s ability to work through their issue. Don’t rush to consult…….

Be Aware of “I” Listening Personal Referencing – “me too” Personal Curiosity –want to know

more because it interests you Personal Certainty – right away you

know the answer

61

Learning Focused ConversationLearning Focused ConversationLanguage of SupportLanguage of Support

ParaphrasingParaphrasingLetting the teacher know Letting the teacher know

that you hear, that you hear, understand, and careunderstand, and care

ClarifyingClarifying Letting the teacher know Letting the teacher know

that you hear, but you’re that you hear, but you’re not sure of what you heardnot sure of what you heard

•In other words …

•What I’m hearing …

•From what I hear you say …

•I’m hearing many things …

•As I listen to you, I’m hearing …

•So, you think …

•It sounds like you want …

• Let me see if I understand …

• To what extent …?

• I’m curious to know more about …

• I’m interested in …

• Tell me how that idea is like (or different from) …

• So, are you suggesting …?

Mentor matters (pgs 49-64)

62

Learning Focused ConversationLearning Focused ConversationLanguage of SupportLanguage of Support

MediatingMediatingAllowing the teacher to reflect Allowing the teacher to reflect

or raise awarenessor raise awareness

ImaginingImaginingHelping the teacher to think Helping the teacher to think

about alternativesabout alternatives

• What’s another way you might ...?

• What criteria do you use …?

• What would it look like if …?

• When have you done it like this before …?

• What might you see happening if …?

• How was … different from …?

• How do you determine …?

•It’s sometimes useful to …

•A couple of things you need to keep in mind …

•Something you might try considering is …

•To what extend might … work in your situation?

•There are a number of approaches …

•What do you imagine might …?

Mentoring Matters Key Concepts p. 19-33

Coaching ConversationCoaching Conversation

Coaching Conversation: TDSB Jim Strachan

As you watch to video jot down key As you watch to video jot down key mentor language Jim uses in the mentor language Jim uses in the conversation.conversation.

Listen for the three stances as well.Listen for the three stances as well.

Coaching Conversation Part II

In a nutshell…In a nutshell…

Trust Trust EvidenceEvidence SupportSupport

So you want to be a So you want to be a mentor ….what’s in it for mentor ….what’s in it for

you?you?Observations from the field…Observations from the field…Expanded repertoire of teaching strategiesExpanded repertoire of teaching strategies

Increased sense of professional efficacyIncreased sense of professional efficacy

Broader perspective on teaching and learningBroader perspective on teaching and learning

Greater likelihood to emerge in leadership rolesGreater likelihood to emerge in leadership roles

Increased appreciation for collaboration and reflective Increased appreciation for collaboration and reflective practicepractice

Heightened commitment to teaching professionHeightened commitment to teaching profession

Renewed professional vigorRenewed professional vigor..

QuestionsQuestions

Exit Slip

68

3-2-1 Summarizer3-2-1 SummarizerThink about your learning over the past two days then write …

• 3 things that really interested you

• 2 things you might like to know more about

• 1 idea/strategy you will use with your beginning teachers and why

Contact Contact

Beth Fairfield bfairfield@mailrrdsb.comBeth Fairfield bfairfield@mailrrdsb.com

Dawn Masson dmasson@mail.rrdsb.comDawn Masson dmasson@mail.rrdsb.com