Mentoring Program: Mentor Training Midland Park Public Schools - - PDF document

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

• pportunities 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
• bserve 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

Professional Development Hours

New Jersey requires teachers to earn and document 20 hours of professional development activity each school year. The district assesses teachers’ needs and interests to develop PD activities, and participation in district PD days provides opportunities to earn the required number

• f hours.

PD activity is documented in T-Eval

District Professional Development Goals

1. Build capacity of all teachers to align instruction and assessment with the State Standards, specifically in Math, Language Arts, and Science. 2. Build capacity of all teachers and administrators to use the district’s online data analysis tool – EdConnect – to track student results and utilize assessment data to inform instruction. 3. Build capacity of teachers to engage in continuous growth by using job-embedded, collaborative professional learning practices.

In-District PD Activities

Math (K-8) Literacy (K-8) Convocation & Staff Development Day (September 1-2, 2016) HIB Presentation (October 10, 2016) PD Academy (January 16, 2017) EdConnect Launch (March 13, 2017) Professional Activity Schedule

Additional Opportunities

Out-of-District Workshop Request Forms - Submit to Principal and Curriculum Office for Approvals Book Studies: Thrive (Rami, 2014); Drive (Pink, 2009) Reflective Practices

Reflective Practices

Reflection may be done formally or informally. It may include reviewing one’s teaching mentally, keeping a journal or portfolio, or meeting with a mentor or other colleagues. Reflecting on teaching practices used during a lesson, via examination of a videotaped lesson taught by the novice teacher or the mentor, may be

• helpful. Reflection is an important part of improving teaching, as well as enhancing teacher efficacy.

There are three major elements of reflection (Stronge, 2002):

• Reflection-on-action: Looking back on what has been done or thought
• Reflection-in-action: Thinking and taking action during performance (Schon, 1987)
• Reflection-for-action: Analyzing what has been done or thought and drawing conclusions to provide

insight into future action (Killion and Todnem, 1991)

Questions & Concerns

Remember This!

In his book, Philosophy and Education, George Knight (2006) states: Within the formal schooling system, the teacher is the most influential educational professional in terms of impact upon maturing young people. What other group of adults has the powerful role of meeting with the entire youth population for thirty hours per week for one hundred and eighty days every year? It is the teacher – not the superintendent, principal, or curriculum specialist– who stands at the place where the adult world and the world of the child meet. The ideal curriculum, latest teaching tools, and flawless organizational pyramid are marginal unless the very best human talent that society and the educational system can provide is at the point where impressionable young minds meet the representatives of the adult world.