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?
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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 focused on two main questions. First, what are the significant frustrations that could influence beginning teachers to leave the profession? Second, what supports, resources, and preparations influence beginning teachers to remain in the profession? The article interviewed novice teachers over a 2 year period and compiled a list of answers to these questions. The teachers who were interviewed came up with the following concerns: relationships, workload/time management, knowledge of subject/curriculum, evaluation/grading, and autonomy/control. Effective mentors need to operate in a positive, constructive manner in order to address these concerns that often affect many first year teachers.
ReplyDeleteA mentor needs to impart many areas of teaching and learning onto a new teacher. The article states that a beginning teacher's expectations of a teaching experience and the realization of the actual experience are not at all what they expected. A mentor needs to explain that sometimes things don't always go as planned, even for veteran teachers. Just because a lesson flops or students don't listen like you expected, doesn't mean you are an ineffective teacher. Learning from those discrepancies can only make you a better teacher. The article also discusses the frustrations new teachers have with time management. The teachers who were interviewed explained that they don't have a life outside of school because so much needs to get done. Mentors need to explain that although there is a lot of work at the beginning of your career, there is a light of the end of the tunnel. There will always be work to do, but the more years you teach the better you get at managing your workload and you do get to have a life outside of the classroom. Mentor teachers should impart the knowledge that yes teaching is a challenging career, but the positive rewards make it all worthwhile. One of the teachers interviewed stated that while he was teaching, he truly felt important. I feel that with a positive mentor who discusses the importance of teaching, what to teach by going over curriculum and district policies, and offering advice, new teachers will want to stay in this profession despite the obstacles they face.
Although this article didn't necessarily give guidelines for districts to follow to support the mentor program, districts play a key part in making new teachers feel welcome and comfortable in their new profession. Districts should consider the mentor/mentee partnership. In order for both to have a positive experience, the pairing of these two teachers should be thought out. Just don't use a veteran teacher because they volunteered or because they are the most experienced in the building. One of the teachers interviewed in the article stated her mentor didn't like me and I didn't like her. The article also went on to explain that programs new teachers need to participate in need to be of value otherwise the activities become counterproductive.
Overall, beginning teachers are concerned with the amount of hardwork involved with teaching and the frustrations with everyday experiences. When novice teachers are given a mentor who is willing to work with them and help them overcome challenges, positive outcomes occur. Those mentors help these beginning teachers realize that what they do is important and they will presevere to remain in the teaching profession