November 2007 Mentoring Tips Hello Mentors! It’s hard to believe that November is here.

Our new teachers need us more than ever! The Anticipation Phase might be over. Your new teacher may need consultation on how to send data for report cards. You may collaborate on a unit plan and you may coach him/her as he/she reflects on classroom management strategies he/she has used. There may be a realization that things are not exactly as had been expected in the Anticipation Phase. Your new teacher may need you to prompt discussions or to be the voice of optimism. Validate the things that your new teacher is doing well and help to facilitate solutions to challenges they face! Elementary and Secondary Take time to see how your new teacher is doing. Now may be the time that he/she needs someone who will simply listen. Remember to access many, many resources at Visit the Survive and Thrive Website, , with your new teacher. Discuss concerns around classroom management, by now your new teacher may have a few specific cases or experiences to share. Provide your new teacher with some suggestions of what has worked for you. Be sure that your new teacher is aware of PD funding opportunities available from their respective federations. Discuss successes that your new teacher has experienced, plan a time to celebrate these. Take your new teacher on a tour of BEAM and SPIDER. There are many great resources for both panels there! Be sure that your new teacher is taking care of himself/herself. As the colder weather approaches and we close doors and windows, many germs will be spread. Proper nutrition and exercise will help to keep the immune system in fighting form! Secondary Letters of concern may be going out soon, as it is nearing the half way point of the first semester. Help your new teacher decide who should receive a letter of concern and what the specific protocol is for your school. Help new teachers with assessment and evaluation and marks programs such as Grade Machine, Markbook, etc… Remind your new teacher that Take Our Kids to Work Day is coming up for grade 9 students on November 7th Your new teacher can take this into consideration when planning there grade 9 level courses. Parent Teacher interviews have finished. Sitting down and reflecting on the experience can go a long way in preparing for the next time as well as increasing contact with home. Elementary Plan a session for sharing of assessment strategies. Have a parent copy rubrics and checklists you have generated. Report card deadlines will be here all too soon and the first set will take longer for your new teacher. Here are a couple of websites to get you started: o • This website has several rubric/checklist generators.

o • This website has several rubrics.

Meet with your new teacher to show him/her how to use TWEA or make sure that he/she is aware of the workshops that are available on BEAM. The following questions are from A Resource Handbook for Mentors and are intended to be discussion starters and self-reflection questions. These are in the category Planning, Assessment and Evaluation. Use these questions to assist with professional dialogue with your new teacher. • How would I describe my long‐ and short‐term planning process? • During planning, do I keep the end in mind and then give my students a clear sense of where we are going? • What strategies am I using to identify the learning needs of all students? Which strategies have been most and least successful? • What different assessment strategies, including observation and performance tasks, am I using? Are there others that I would like to try? • Are my assessment and evaluation strategies appropriate to the needs of my students, the curriculum expectations being assessed and the learning activities being used? (Do I have too few, enough, or too many assessment activities?) How do I know this? • What tools (such as rubrics, checklists) am I using to track student progress and inform instruction? Are there other tools that I would like to try? • Do I share assessment tools with students when they start an assessment task? If not, how could I integrate this into my classroom practice? • To what extent am I giving students multiple opportunities for practice 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 and evaluate student work? • Do my assessments reflect a balance of the achievement chart categories? 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 and parents? • What strategies, including modeling, am I using to develop and encourage students’ self-monitoring, self‐assessment, and goal-setting skills? Is there evidence that students are internalizing these skills? • Do I understand the provincial report card policies and school board guidelines for reporting student achievement? If not, where do I need clarification? • How am I using assessment data to develop class profiles in order to look for patterns and trends? • How am I using assessment data to group students according to needs 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 to plan, assess, and evaluate even more effectively? Happy Mentoring!!!

Suzanne ♪♪

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