Mentoring Program: Mentor Training Midland Park Public Schools District Mentoring Program Overview Supports non-tenured teachers in their first year of employment by providing a comprehensive induction to school and district policies and procedures (New Teacher Orientation Days), as well as providing individualized supports and activities with a one-on-one mentor. Mentor teachers hold a teacher certification, have at least three years teaching experience, and demonstrate a record of success in the classroom. Mentors do not serve as their mentee’s direct supervisor nor conduct evaluations of teachers. Mentors and Novice Teachers maintain confidentiality for all mentor-novice teacher activities.
Mentoring Program Requirements Participate in the Mentoring Program by making a weekly commitment of time to conference as Mentor-Novice teachers over the required mentoring period (Traditional route 30 weeks; Alternate route 34 weeks). The district oversees Novice Teacher fees and Mentor payments (Traditional route $550; Alternate route $1,000). Weekly conferences should focus on Novice Teacher needs, obtain ongoing support, and plan/reflect on classroom practices aligned with the New Jersey Professional Standards for Teachers and the State Content Standards. Standards are available on the district website under the “Academics” tab and “Standards” page. Log mentoring time in order to process compensation for Mentors and satisfy certification requirements for Novice Teachers. Mentoring Logs and resources to guide Novice Teachers and Mentors during conferences are available on the district website under the “Academics” tab and “Mentoring Program” page. School/District leaders will evaluate Novice Teachers at the end of 10, 20, and 30 weeks using the district’s evaluation model (Danielson) and instrument (T-Eval), which provide documentation for the approval of Standard certification for the State. Responsibilities of Novice Teacher and Mentor Commit to the Mentor-Novice Teacher relationship and document conference time and activities Novice Teachers: - Provide opportunities for the Mentor to observe through a collegial coaching model - Observe the Mentor and other content experts during the school year - Share openly effective strategies and techniques and participate actively in a learning community - Remain open to constructive feedback from Mentor, school/district leaders, and other content experts - Develop Professional Development Plans (PDP) Mentors: - Provide skillful instructional support and model being a continuous learner/reflective practitioner - Demonstrate effectiveness in different interpersonal contexts and communicate hope and optimism
Stages of Teacher Development Teacher development depends on the interaction between the learner (novice teacher) and the learning environment (Reiman & Thies-Sprinthall, 1998). It is important to consider the characteristics and influences of the individual as well as the school environment and teaching profession. Figure 1 shows how the individual teacher becomes embedded in the school culture and the teaching profession. Complete Self-Assessment Stages of Teacher Development As novice teachers encounter the complexities of beginning to teach in his/her own classroom, he/she experiences three phases of concern: 1. Survival of self; 2. Task; and 3. Impact (Fuller, 1969; Reiman & Thies-Sprinthall, 1998). The following describes the concerns of the novice teacher during each phase: 1. Focus on orienting him/herself to the school culture and learning the school policies and procedures, which include getting supplies, organizing the classroom, finding resources, and becoming an integral part of the school faculty 2. Focus on classroom management skills, setting short-term goals, and other issues related to teaching and learning 3. Engage in a deeper understanding of teaching practices through ongoing professional learning opportunities based on student needs
Facilitating Adult Learning Hall and Loucks (1978) refined Fuller’s original work and expanded the three phases (i.e. self, task, impact) into additional concerns. As a result, the Concerns-Based Adoption Model (CBAM) was developed. CBAM provides a way to view the process of individual change by identifying seven types of concern that a novice teacher may have as he/she begins a new teaching practice: Awareness (No concern) Informational (I want to know more about) Personal (How will using it affect me?) Management (How do I correctly use and integrate the practice?) Consequence (How does it affect students?) Collaboration (How can I relate it to what others are doing?) Refocusing (How could this be done even better?) (NSDC, 1994, p. 17; Hord, Rutherford, Huling-Austin & Hall, 1987) Facilitating Adult Learning A mentor can provide assistance to the novice teacher based on his/her type of concern, which might include: - Personal: The novice teacher may benefit by having discussions with other teachers who have also struggled with specific teaching practices and challenging situations in their own classrooms - Management: The mentor may demonstrate a lesson for the novice teacher or the novice teacher may observe or be coached by the mentor after he/she has taught a lesson for the purpose of learning a new teaching practice - Collaboration: The novice teacher and mentor work together collaboratively to plan and/or reflect on teaching practices that impact student learning (NSDC, 1994)
Why the Danielson Framework Supports Observation ● Fair, Consistent, and Learning-Centered Evaluation Tool Evaluation Tool Based on Multiple Measures of Learning Outcomes and ● Effective Practice Objective and Evidence Based with Inter-Rater Reliability ● Takes into Account Student Progress and not Absolute Performance ● Provides Meaningful Information that Helps Teachers Develop Professionally ● Helps Target Professional Development ● Research-Based ●
Domain 1: Planning & Preparation ● Applying knowledge and designing instruction ● Demonstrating Knowledge of Content and Pedagogy ● Demonstrating Knowledge of Students ● Setting Instructional Outcomes ● Demonstrating Knowledge of Resources ● Designing Coherent Instruction ● Designing Student Assessments ● Evidence: Can include lesson plans; data analysis of formative assessments; differentiated content, process, and/or product; differentiated resources; etc.
Domain 2: Classroom Environment Creating an Environment of Respect and Rapport ● Creating a Culture of Learning ● Managing Classroom Procedures ● Managing Student Behavior ● Managing Physical Space ● Domain 3: Instruction Communicating with Students ● Using Questioning and Discussion Techniques ● Engaging Students in Learning ● Using Assessment in Instruction ● Demonstrating Flexibility & Responsiveness ●
Domain 4: Professional Responsibilities ● Applying professional skills and reflecting on teaching (Book pp. 30-31 and 189-192 ● Reflecting on Teaching ● Maintaining Accurate Records ● Communicating with Families ● Participating in a Professional Community (PLC) ● Growing and Developing Professionally ● Showing Professionalism ● Evidence: Academic/instructional records such as grade books and those that record student growth percentiles (SPG); Non-instructional records; parent communication logs; PLC meeting notes; school event participation logs; PD hours; etc
Important Points: Danielson Framework & Observations Teachers do not live at Distinguished; they visit. ● Effective teachers have teacher-driven classrooms while distinguished ● teachers have student-driven classrooms. Domains 2 and 3 are the components of teaching that are visible within the ● classroom. Domains 1 and 4 are the components of teaching that occur behind the ● scenes. Observation of practice is objective, bias-free, and evidence-based. ●
District Professional Development Requirements: - Professional Development Plan (PDP) - Earn and document 20 hours of PD activity - Novice Teachers Only: Log weekly conferences w/Mentors for 30-34 weeks Opportunities: - District Professional Development Goals - In-district PD Activities - Out-of-District PD Activities - Book Study - Reflective Practices Professional Development Plan (PDP) The intent of the PDP is to connect educator learning to both the learning needs of students and evidence from the annual performance evaluation. Developed in collaboration with Principal by October 31st. Should align with District PD Plan. Considered “living documents” and may be modified as needed throughout the year. Should continue to be discussed at the year-end conference. Documented on T-Eval
Recommend
More recommend
