1 CPL 17/02/2014 Teacher mentoring Janet Smith, The Education Institute, UC www.theeducationinstitute.edu.

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Introduction   Principal reason for introducing teacher mentoring programs is to improve the quality of teaching, which in turn improves learning outcomes Research on mentoring had shown a positive correlation between mentoring and 1. Increased teacher quality; rapidly reduces gap between new and experienced teachers; can be helpful even when distances are area (e.g., Alaska) 2. Improve student learning outcomes 3. Reduced rates of teacher attrition; not expected but welcome surprise; one of the few interventions shown to work; in some areas up to 50% in first five years; this is a more pressing issue than teacher recruitment 4. Improved teacher morale and school culture; supportive environment can have unintended outcomes Mentoring is most effective when it is guided by professional teaching standards (varied history of standards); provides a bar and a common language; much more tangible and objective way to give feedback Phrases of first-year teaching attitudes toward teaching graph (from McGonigal 2013 http://kellymcgonigal.com/teachers)

Mentoring is needed at all levels of experience   Most of the energy is being put into graduate -->proficient mentoring but increasingly for higher levels At later stages it has impacts on energy and motivation

What is mentoring? http://ptgmedia.pearsoncmg.com/images/978013282120/samplechapter/FeistritzerCh3.pd f Ellen Moir, New Teacher centre “(As a mentor) it is essential to ask one question: If I were starting my career today, what would most help me develop into an outstanding, caring, and accomplished teacher?” Mentoring is a reciprocal professional relationship that enables teachers to reflect on their practice, receive feedback and improve their teaching. Learning is the fundamental process and primary purpose of mentoring.

perspectives can shift Some relevant literature Grattan Report. 9 is dedicated to Shanghai where all teachers have mentors. Getting the right people to become teachers 2. but it must be lived forward” -Soren Kierkegaard “Mentor: Someone whose hindsight can become your foresight. 2007 Analysed success of world’s best education systems to see what they have in common. It concluded that three things matter most 1. etc. this will be insignificant next week.) New situations can disorient us all Just when you get a handle on things. Zoom. Ensuring the system can deliver the best results for each child Mentoring is not…  Tormentoring (Hargreaves & Fullan) Is where the mentee experiences the relationship as unsatisfactory and unsafe.2 “Life is understood backwards. Induction  . 2012        Reviewed practices of four of the world’s highest performing school systems according to PISA 2009 Ch. the mentee may experience the relationship as oppressive. etc. home. by Istvan Banyai (a metaphor for visual learners)    Starting to see things in patterns and in context (school. If the school and/or mentor assume that the mentor always knows best.” -Ancient Chinese proverb  The most common sort of things mentors say is what a priority is. Experienced teachers have once mentor New teachers have one district based mentor and two in school mentors (one on classroom behaviour management and one on subject content Mentors observe lessons weekly Mentoring is an explicit part of teachers job description Report concluded mentoring is a vital form of PL that improves student learning McKinsey Report. Supporting and developing them into effective instructors 3.

3 Not the same but mentoring is a key strategy of induction that offers more structure. feedback cycles. reflection etc. Coaching Coaching and mentoring share many skills but mentoring is more holistic and a longterm relationship and coaching is task/behaviour based (performance driven) and short term  There is considerable overlap in skills between supervising. individualised support Evaluating/supervising Although words coaching mentoring and supervision re used interchangeably they are not the same. 2000 Growth is limited for both in informal In formal both people go on a parallel trajectory of increasing competence based on the power of reflection. intent and feelings http://www. attention to detail. Stephen Covey called this “empathetic listening” which means listening and responding with both heart and mind in order to understand the speaker’s words. and accountability Effective mentoring relationships        Reciprocity: Benefits for both Use of professional standards: a guide to conversations Accessibility: and where possible a time allocation Embedded: into the culture of the school Good listening skills: that are well developed and honest (teachers have tendency towards fixing problems) Mentoring partnership agreements Empathy: is frequently cited as the most important characteristic.youtube. coaching and mentoring. such as listening. Types of mentoring      One to one mentoring (formal) One to one mentoring (informal) Peer mentoring Group mentoring Reverse mentoring (it is really coaching) Informal vs formal mentoring Garvey.com/user/ClevelandClinic?v=cDDWvj_q-o8 Question: What does this look like in education? .

Doug Sharp: Lack of engagement with evidence. being shown. Kathy. Dave Posker-Hill. Dave Posker-Hill: Balance as a teacher is vital. Lack of connection to others at PLC. Dave Posker-Hill: Unrealistic expectations. being involved in activities. What did I learn about being a mentor from these experiences?     Sometimes people can’t hear Sometimes people need to be cared for People need to feel they offer something Expectations and reasons need to be discussed What did I learn about being a mentee?   Activity 3 Mentors have complex and busy lives Being prepared for meetings is important . being shown. Differentiate. Sense of having to prove myself. Susanne. My mentors were?  Krista Hooke. knowing names.4 Activity 1 Reflecting on your experiences as a mentee. similar approach to teaching and use of research. Dave Posker-Hill: Honesty. Doug Sharp When did they come into my life?  During prac. What wisdom have I gained from them?     Krista Hooke: It is all about knowing the boys. Being caught up in school politics. What were the least satisfying aspects of those relationships and why?     Krista Hooke: Being known. What were the most satisfying aspects of these relationships and why?   Krista Hooke: Being known. Kathy & Sus: Preparation and presentation are important. Kathy & Sus: Short time span. Clarity is essential. Doug Sharp: Let students know you care about them.

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