Pay it Forward...A Blog Dedicated to Effective Mentoring
Critical questions at the heart of this conversation:
1. How do effective mentors operate in an effort to shape the next generation of effective teachers?
2. What are some of the most important areas of teaching and learning that a mentor can impart on a new teacher?
3. What can districts do to support an effective mentoring program?
_________________________________________
Purpose of the workshop:
1. inform participants about the possible impacts of effective mentors.
2. consider what steps or protocols might be included in district policies that work to the end of retaining effective mentors and new teachers.
Assessments (this is a P / F) workshop. To earn the P
1. Participate in the conversation (whole group & blog)
2. Complete final project
3. Attend all classes (4-Friday we have off!)
Final Project: Due one week after workshop is completed (July 30).
1. Write a letter to your superintendent or principal highlighting strengths and weaknesses of the existing mentor program. It will be up to you decide whether you wish to send it.
Letter will include:
A working knowledge of how the existing protocols operate.
Areas that highlight what works (this is not a bash your district exercise).
Areas that might be improved-informed by the literature and our experiences.
Ideas for how the areas might be improved-again, informed by the literature, context and our experiences.
Length-this is up to you. You need to write a compelling analysis using effective language under girded by convincing sources and experiences. Upon completion, you may either give me a hard copy or simply e-mail it.
Ziegler3025@gmail.com
This article examined novice teachers and their mentors in 'less effective' and 'more effective' schools in Louisiana.
ReplyDeleteAll districts studied used official state trained mentors to work with novice teachers. They found that mentors fell into three general types -- those in the less effective schools, those in the most effective (with one exception) and those in the less effective schools who were 'MIA.'
In two of the schools, there were official mentors but only two new teachers (out of 13) reporting having been assigned a mentor. The mentors in these schools said that their other responsibilities prevented them from fulfilling duties as mentors.
In the more effective schools, mentors acted as coach, model, and professional development specialist.
They addressed the whole person of the beginning teacher and acted as though their responsibility went beyond only preparing the new teacher for the assessment. They had a hands on approach to target instruction, classroom management, resources, and to offer general encouragement. They sought out the new teacher with help and resources rather than waiting to be approached. They had frequent and interactive contact with the novice and they targeted upcoming events like report cards and conferences, even using roleplay to help the novice teachers practice.
In less effective schools (and one of the more effective schools) the role of the mentor was limited to coach only. Mentors limited their role to paperwork and observations, or a passive role in giving the novice teacher information. They often had the attitude that some things are just part of learning in the field and would let the mentee make mistakes rather than acting proactively to help the mentee (including letting the novice teacher make mistakes that they themselves had already done with the attitude of 'I did it and now you have to.)
The overall conclusion of the research is that the extent of the support offered to the novice teacher is important. Simply going through the motions and doing the minimum required isn't going to help create more effective teachers in more effective schools.