Park Ridge Elementary: NESS Program Coordinators Ness - PowerPoint PPT Presentation

Park ¡Ridge ¡Elementary: ¡ NESS ¡Program ¡Coordinators ¡ • Ness Coordinator: Susan Turner • Ness Administrator: Arlene Manville • Guidance Support: Marjorie Time • Classroom Management Support: Galina Markevich

OBJECTIVES 1. Identify the value and traits of effective Mentors. 2. Examine guidelines for developing successful Mentorship relationships. 3. Be able to differentiate between Mentoring and Coaching. 4. Develop an understanding of how the Ways of Knowing affect the Mentor/ Mentee relationship.

Even Eagles Need a Push

Value ¡of ¡Effec<ve ¡Mentoring ¡ — Crucial ¡to ¡suppor<ng ¡adult ¡ learning ¡and ¡development. ¡ ¡ — Allows ¡educators ¡to ¡ ¡ ¡grow ¡professionally. ¡ ¡ — “ Have ¡the ¡capacity ¡to ¡ transform ¡individuals, ¡ groups, ¡organiza<ons, ¡ ¡and ¡ communi<es. ” ¡ ¡ ¡Ragins ¡& ¡Kram, ¡2007 ¡ ¡

“Just when the caterpillar thought the world was over, it became a butterfly.” ~Proverb With ¡your ¡shoulder ¡ partner… ¡ Discuss ¡how ¡this ¡ quote ¡applies ¡to ¡the ¡ mentor ¡/ ¡mentee ¡ rela<onship. ¡

Origins & Overviews of Mentoring The term Mentor comes from Greek origins meaning Enduring . The term Mentor was intended to designate a wise, trusted counselor and teacher. It was the oldest form of supporting human development.

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡What ¡the ¡experts ¡say… ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ “ ¡Mentors ¡are ¡guides… ¡they ¡take ¡us ¡on ¡a ¡journey. ” ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡~Daloz, ¡1999 ¡ ¡ “ A ¡mentor… ¡serves ¡as ¡a ¡guide ¡or ¡sponsor-­‑ ¡one ¡who ¡looks ¡aWer, ¡ advises, ¡protects, ¡and ¡takes ¡a ¡special ¡interest ¡in ¡another ’ s ¡ development. ” ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡~ ¡Bode, ¡1999 ¡ ¡ “ Mentoring ¡is ¡an ¡excellent ¡tool ¡for ¡professional ¡learning ¡both ¡for ¡ the ¡mentor ¡and ¡the ¡mentee ¡through ¡systemic ¡cri<cal ¡reflec<on. ” ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡~ ¡Nicholls, ¡2002 ¡

Guidelines for Developing Mentoring Relationships — Establish clear expectations and ground rules — Show mutual respect — Focus on building a trusting relationship — Ways of dealing with confidentiality — Make commitments

Functions of Mentors Career Function — Coaching for career advancement — Used to predict salary & career advancement — Targeted to develop a skillsets

Functions of Mentors Psychological Function — Nurturing relationship — Helping people grow professionally and personally

TONY DUNGY VIDEO

Effective Mentoring for New Teachers To grow personally and professionally as educators, leaders, and human beings

The relationship between the new and veteran teachers has shown to accomplish: — Teacher performance and student learning by promoting collegial dialogue — Provides professional development — Helps new teacher with their reflective practices and professional conversations — Produce teacher-leaders and lifelong learners — Helps to support teacher retention

Steps Needed for Effective Mentoring — Mentor teachers need training — Trusting relationships — Need time, energy, and commitment — Mentor teacher needs to understand that new teachers are still developing — Mentors needs to show empathy for their mentees through reflective practice — Mentors need to understand the stages of adult theory — Observations need to be conducted and reviewed. — Instructional strategies need to be shared

Support for Principals, Superintendents, and Assistant Principals Learning

Characteristics of Successful Mentoring — Developing a common — Ensure thoughtful mentor/ frame of reference mentee matching — Investing time to clarify — Taking the time to develop roles and responsibilities trust — Allocating adequate time — Clarifying goals and for the relationship objects as well as action plans to accomplish them — Emphasize the fact that mistakes are opportunities for learning

Mentors Can Facilitate Learning & Growth Through Reflection — By inviting mentees to engage with and reflect on probing questions. — By offering honest feedback. — By actively listening. — By examining decisions together. — By suggesting alternative perspectives.

Mentoring Relationships are Dynamic — As mentee grows, needs & expectations change — Context Matters – Goals & needs vary in different domains — Roles are Relative – Mentor to one may be mentee to another — May need multiple mentors to achieve growth in different domains

Qualities and Characteristics of Effective Mentoring

Mentors… — Trusted & credible — Offer constructive feedback in a sensitive manner — Engage with mentees in a positive manner to help improve performance

Mentors… — Create a context in which mentees feel safe & take risks — Provide support to achieve larger goals — Help mentees envision opportunities & challenges they may not see on their own.

The Way We Experience a Mentor’s Generous Support Depends on Our Way of Knowing Self- Transforming Self- Authoring Instrumental Socializing

Mentoring — Psychological Function — Mentoring is often long term and the relationship has an emotional dimension — Mentors develop a relationship that foster the personal growth and development of the mentee — Mentors create a Holding Environment — Mentors support the growth process — Encourage mentees to broaden their perspectives other than that of the mentor

— Career Function — Aimed at providing essential skill and knowledge that can be applied to the career context — Develop skills to lead and manage effectively increasing complex situations — Coaching includes — Identifying and clarifying goals — Creating multiple possibilities for implementing action toward goals

Pair Share — ACTIVITY: — THINK ABOUT YOUR RELATIONSHIP WITH YOUR PROPEL MENTOR. WHAT WOULD CATEGORIZE MORE AS A MENTORING AND COACHING RELATIONSHIP?

Forms of Support & Challenge Mentors Can Offer “Mentors are more than simply isolated individuals who enter our lives, intervene, and depart. Rather, they are creations that emerge out of particular demands our lives make on us. When they do their work well, they help us to see not only tasks before us but also the broader context that gives those tasks meaning…They remind us of our destiny” (Daloz 1999).

Forms of Support & Challenge Mentors Can Offer — Providing support. — Providing challenge. — Sustaining mindfulness. — Understanding mentoring in its broadest sense.

Why ¡and ¡How ¡School ¡Leaders ¡ Employ ¡Mentoring ¡ ¡ — Access ¡informa<on ¡about ¡how ¡ to ¡navigate ¡the ¡school/school ¡ system. ¡ — Share ¡advice ¡on ¡adjus<ng ¡to ¡ new ¡job ¡responsibili<es. ¡ — Facilitate ¡learning ¡about ¡the ¡ school ¡mission ¡and ¡culture. ¡ — Understand ¡the ¡expecta<ons ¡ of ¡the ¡role. ¡

— Decipher ¡the ¡nuts ¡and ¡ bolts ¡strategies ¡of ¡the ¡ posi<on. ¡ — How ¡to ¡balance ¡ mul<ple ¡work ¡ demands. ¡ — Deal ¡with ¡the ¡complex ¡ demands ¡of ¡leading. ¡ ¡

Examples ¡of ¡ • Program ¡For ¡ principals' ¡use ¡of ¡ Beginning ¡Teachers ¡ • Computer ¡Based ¡ mentoring ¡for ¡ Program teachers' ¡growth ¡ and ¡learning ¡ ¡ Key themes of principals mentoring to support assistant principals' learning

“The Gift” Principals’ Mentoring to Support Assistant Principal’s Learning

What constitutes a “good mentoring relationship”? — Trust exists — Confidentiality is respected — Safe for sharing and taking risks

What are characteristics of a “good mentor”? — Respect — Trust — Acceptance — Availability — Honesty

What support do mentees need from mentors? — Trust — Sharing expertise & knowledge — Engaging in dialogue — Confidentiality

Common Traits Mentee Needs Mentor Traits Mentee Support trust trust trust respect respect engaging dialogue confidentiality acceptance confidentiality safe to share & availability sharing take risks expertise & knowledge honesty

Mentors Felt Most Proud Of — Having “real” and meaningful conversations — Listening to each other/being in conversations — Knowing that mentees learned principal-ship — Customizing mentoring for mentee’s needs — Using ways of knowing to help mentee grow — Teaching mentees to say “I need to learn” — Knowing that we learned from each other

Mentor Video