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November Mentoring Tips

November Mentoring Tips

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Published by sroseman

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Published by: sroseman on Nov 27, 2007
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November 2007 Mentoring TipsHello Mentors!It’s hard to believe that November is here. Our new teachers need us more thanever! The Anticipation Phase might be over. Your new teacher may needconsultation on how to send data for report cards. You may collaborate on a unitplan and you may coach him/her as he/she reflects on classroom managementstrategies he/she has used. There may be a realization that things are notexactly as had been expected in the Anticipation Phase. Your new teacher may needyou to prompt discussions or to be the voice of optimism. Validate the thingsthat your new teacher is doing well and help to facilitate solutions to challengesthey face!Elementary and SecondaryTake time to see how your new teacher is doing. Now may be the time thathe/she needs someone who will simply listen.Remember to access many, many resources athttp://www.edu.gov.on.ca/eng/teacher/profDev.htmlVisit the Survive and Thrive Website, http://survivethrive.on.ca , with yournew teacher.Discuss concerns around classroom management, by now your new teacher mayhave a few specific cases or experiences to share. Provide your new teacher withsome suggestions of what has worked for you.Be sure that your new teacher is aware of PD funding opportunities availablefrom their respective federations.Discuss successes that your new teacher has experienced, plan a time tocelebrate these.Take your new teacher on a tour of BEAM and SPIDER. There are many greatresources for both panels there!Be sure that your new teacher is taking care of himself/herself. As thecolder weather approaches and we close doors and windows, many germs will bespread. Proper nutrition and exercise will help to keep the immune system infighting form!SecondaryLetters of concern may be going out soon, as it is nearing the half waypoint of the first semester. Help your new teacher decide who should receive aletter of concern and what the specific protocol is for your school.Help new teachers with assessment and evaluation and marks programs such asGrade Machine, Markbook, etc…Remind your new teacher that Take Our Kids to Work Day is coming up forgrade 9 students on November 7th Your new teacher can take this intoconsideration when planning there grade 9 level courses.Parent Teacher interviews have finished. Sitting down and reflecting on theexperience can go a long way in preparing for the next time as well as increasingcontact with home.ElementaryPlan a session for sharing of assessment strategies. Have a parent copyrubrics and checklists you have generated. Report card deadlines will be here alltoo soon and the first set will take longer for your new teacher. Here are acouple of websites to get you started:ohttp://www.thecanadianteacher.com/tools/assessmentThis website has several rubric/checklist generators.
ohttp://school.discovery.com/schrockguide/assess.htmlThis website has several rubrics.Meet with your new teacher to show him/her how to use TWEA or make sure thathe/she is aware of the workshops that are available on BEAM.The following questions are from A Resource Handbook for Mentors and are intendedto be discussion starters and self-reflection questions. These are in the categoryPlanning, Assessment and Evaluation. Use these questions to assist withprofessional dialogue with your new teacher.How would I describe my long and shortterm planning process?
During planning, do I keep the end in mind and then give mystudents a clear sense of where we are going?What strategies am I using to identify the learning needs of allstudents? Which strategies have been most and least successful?What different assessment strategies, including observation andperformance tasks, am I using? Are there others that I would like totry?Are my assessment and evaluation strategies appropriate to theneeds of my students, the curriculum expectations being assessed and thelearning activities being used? (Do I have too few, enough, or toomany assessment activities?) How do I know this?What tools (such as rubrics, checklists) am I using to trackstudent progress and inform instruction? Are there other tools that Iwould like to try?Do I share assessment tools with students when they start anassessment task? If not, how could I integrate this into my classroompractice?To what extent am I giving students multiple opportunities forpractice and feedback ?In what ways do I give my students feedback for improvement?How am I using assessment information to inform my instruction?What have I noticed about how my students respond to feedback?How do I use the provincial achievement chart(s) to assess andevaluate student work?Do my assessments reflect a balance of the achievement chartcategories? If not, how can I achieve this balance?To what extent have I been using exemplars/anchors in: my lessons?my assessment of student work? my communication with students andparents?What strategies, including modeling, am I using to develop andencourage students’ self-monitoring, selfassessment, and goal-setting
 skills? Is there evidence that students are internalizing these skills?Do I understand the provincial report card policies and schoolboard guidelines for reporting student achievement? If not, where do Ineed clarification?How am I using assessment data to develop class profiles in orderto look for patterns and trends?How am I using assessment data to group students according toneeds and interests (large and small groups)?To whom do I turn when I have a question about planning,assessment and evaluation?What kind of support or new learning do I need in order toplan, assess, and evaluate even more effectively?Happy Mentoring!!!

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