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
Mentor Teachers: Coaches or Referees?
ReplyDeleteThis article examines the effectiveness of several mentoring programs, comparing the range of expectations by the experienced teacher and the beginning teacher. These expectations range from the mentor primarily ASSESSING the beginning teacher to primarily ASSISTING the beginning teacher’s competencies. When mentor teachers primarily assess, they conduct independent observations, provide progress reports, and make recommendations. Some school districts use this data to decide whether or not the beginning teacher fulfilled the requirements needed to obtain certification. When mentor teachers primarily assist, they supervise, but they don’t evaluate. These mentor teachers model exemplary teaching, lead others, offer constructive criticism and support, and build trusting relationships.
A big concern with mentoring programs that involve assessing and assisting beginning teachers is that the two are often blended together into one program. This can cause conflict between the mentor teacher and the beginning teacher. Relationships between the mentor and novice teacher are strained when the mentor must assist the beginning teacher by encouraging, advising, and befriending, as well as assess by evaluating and judging. When teachers were surveyed, mentors stated that they were more comfortable with informal discussions of teaching behaviors rather than being required to make formal, written evaluations. Being expected to not only support and advise, but to also evaluate is difficult to most mentor teachers. When beginning teachers were surveyed, they felt the qualities that make an ideal mentor are that they are helpful, concerned, provide feedback and constructive criticism, and are a source of positive feelings. Basically, they resemble a coach and not an evaluator. The bottom line is that novice teachers will more easily confide in a mentor teacher whose role is to assist, rather than assess. Also, those programs that ask mentor teachers to assist AND evaluate beginning teachers are more likely to experience problems than those programs that separate those two factors (i.e. mentors assist and administrators assess).
Districts play an important role in fostering an effective mentoring program. Districts should examine the qualities that make up an effective teacher and choose those teachers to mentor novice teachers. Unfortunately, many districts choose teachers just by common grade level or subject area, with the only requirement being tenure. Districts should also encourage the building of relationships between the mentor and novice teacher. Mentor teachers should be similar to a coach by modeling best practices and providing feedback, support, and guidance to a beginning teacher. Assessing and evaluating should be left to the principals and other administrators.
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