SO YOU WANT TO BE A MENTOR

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• SO YOU WANT TO BE A MENTOR
• Vicki Duff
• NJ Department of Education
• Mentor Training Coordinator
• victoria.duff_at_doe.state.nj.us

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The heart and soul of mentoring is the outgrowth
of belief in the value and worth of people and an
attitude toward education that focuses upon
passing the torch to the next generation of
teachers. Head, Reidman, and Theis-Sprintall,
1992
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IF I KNEW THEN..

• 3-2-1
• What are three things you know now that you wish
  you had known the first year you taught?
• What are two tips you would offer a novice as
  they begin?
• Describe one lesson you learned the first year
  you taught. How did that impact your teaching?

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OBJECTIVES FOR TODAY

• Introduce the concept of mentoring
• Review the state mentoring regulations
• Understand the process of mentoring
• Identify the needs of the novice teacher
• Discuss the roles and responsibilities of
  mentors, novice teachers and school leaders

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WHAT IS MENTORING?

• A person-to-person experience that is
• A confidential, non-judgmental process which
• Ensures novice teacher support and guidance on
  effective teaching practice
• Based on state, district and school needs and the
  needs of the individual novice teacher.

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WE MENTOR BECAUSE

• Novice teachers need guidance and support.
• Novice teachers need to build confidence and an
  understanding of the school.
• Mentoring motivates the novice and the mentor.
• Mentoring helps to retain our newest
  professionals.
• Mentoring builds expertise more quickly.
• Mentoring is a professional responsibility.

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A FORMAL MENTORING PROGRAM

• Is an action by a person, for a person
• Provides the mentor and the novice with a roadmap
  for effective teaching.
• Provides the novice with a sense of security.
• Provides the mentor with a focus for dialogue and
  support.
• Provides the district with teachers who
  understand the culture and the curriculum.
• Provides the novice with models of practice.

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MENTORING WITH INDUCTION

• Is a process is a system
• Promotes life-long professional learning
• Provides many support systems that are highly
  structured
• Encourages collaborative interactions that
  support high levels of student success
• Supports the novice teacher over a period of
  years
• Is aligned with the district vision and goals for
  all teachers

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AND THE BENEFITS ARE

• Mentoring ensures that veterans positively impact
  a new generation of teachers.
• Mentoring highlights professionalism to
  stakeholders.
• Mentoring enriches relationships through
  collaboration.
• Mentoring provides powerful learning
  opportunities .
• Mentoring supports student learning and success.

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THE MENTORING REGULATIONS

• Establish a one-year mentoring program for all
  provisional teachers
• Establish a minimum criteria for the mentoring
  program (mentor criteria, mentor expertise,
  mentor application)
• Specify responsibility for payment of a mentoring
  stipend
• 550 traditional route
• 1000 alternate route

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THE MENTORING REGULATIONS

• Require comprehensive training and support for
  mentors
• Require a rigorous mentoring process for novice
  teachers
• Allow the use of retired educators as mentors
• Require the district to develop and implement a
  mentor plan through the Local Professional
  Development Committee

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WHO IS THE NOVICE?

• The average age is 28
• 42 are Alternate Route
• 1/3 have less than 5 years experience
• Have expertise in content areas
• Tech savvy
• Believe they can make a difference
• Want the freedom to try new strategies
• Desire the ability to be part of the
  decision-making process
• Will not limit their options
• Confident, scared, overwhelmed and ready go!

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A MENTOR IS

• Write 5 characteristics of an effective mentor.
• Share the characteristics with the group.
• Each group will identify 2 important
  characteristics to report out to the large group.

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AM I A MENTOR?

• Am I committed to the mentoring process as a
  non-judgmental advisor?
• Am I accepting of the beginning teacher and the
  skills they bring?
• Will I promote self-reliance in the novice?
• Am I able to articulate effective practices?
• Do I willing provide resources and support?
• Am I effective in different interpersonal
  contexts?
• Do communicate hope and optimism in education?

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MENTOR RESPONSIBILITIES

• Serve as a professional role model
• Articulate and model effective classroom
  practice
• Foster a confidential, trusting relationship
• Encourage the novice teacher in all areas
• Serve as a resource for district and school
  policies and procedures
• Meet with the novice teacher regularly
• Provide feedback after non-evaluative
  observations
• Learn from the novice teacher
• Participate in mentor training and support
  activities
• Document time spent in the mentoring process

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SCHOOL LEADER RESPONSIBILITIES

• Serve as the first mentor by discussing goals
  and needs of the novice
• Foster and support a vision and culture that
  empowers collaboration
• Support the novice and mentor pair with resources
  that support effective teaching
• Serve as a facilitator to the mentoring process
• Select mentors based on experience, expertise,
  and ability to relate to others needs
• Provide mentors to novice teachers as soon as
  they begin their assignment
• Support mentoring activities
• Observe and evaluate new teachers according to
  district and state policy

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NOVICE TEACHER RESPONSIBILITIES

• Develop the knowledge, skills and attitudes
  necessary to foster student learning
• Recognize there is still a LOT TO LEARN
• Ask questions
• Set goals
• Observe the mentor and other appropriate teachers
• Discuss feedback from observations and be ready
  to try new strategies
• Keep a journal to help you identify your needs
  with the mentor
• Share ideas with the mentor they want to learn,
  too!
• Provide payment to the mentor
• Document time spent mentoring

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Mentors are those people in our lives, who
through their deeds and work help us to move
towards fulfilling our potential.
Gordon Shea, Mentoring A Guide to Basics
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THE MENTORING PROCESS

• Directing
• Explaining
• Sharing
• Delegating

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THE MENTORING PROCESS
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Stages of First Year Teaching Mentors Helping
Novice Teachers Ellen Moir, New Teacher Center
at USC, 1999
Anticipation
Anticipation
Committed to making a difference idealistic,
theoretical
Building on what works, set goals for a new year
Survival
Realities confronted, trying to stay a day ahead
Begin to look at successes and challenges
Reflection
Rejuvenation
Reenergized, confidence is building, perspectives
emerge
Disillusionment
Question commitment and capability
Aug. Nov. Jan. Apr. Jul.
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TEACHING AND THE NOVICE
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NEW TEACHER NEEDS

• Understanding effective planning and goal setting
• Adapting plans, strategies, and techniques to the
  needs of students
• Working with multiple curricular requirements
• Integrating curriculum
• Creating and using motivational techniques to
  enhance learning
• Using a variety of assessment models
• Knowing the students
• Knowing the school, the district, the community
• Interacting with parents and colleagues

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COMMON PROBLEMS FACED BY NEW TEACHERS
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A VISION OF AN EFFECTIVE TEACHER

• Create a list of 5 essential elements that you
  would consider as criteria for effective
  teaching
• What is an effective teacher thinking?
• What is an effective teacher feeling?
• What is an effective teacher saying?
• What is an effective teacher doing?
• As a group of 5-6 determine at least 5 common
  criteria of the group.

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THE PROFESSIONAL STANDARDS FOR TEACHERS

• Subject matter knowledge
• Human growth and development
• Diverse learners
• Instructional planning and strategies

• Assessment
• Learning environment
• Special needs
• Communication
• Collaboration and partnerships
• Professional development

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COMPONENTS OF A MENTORING RELATIONSHIP

• LISTENING
• CONFIDENTIALITY
• BUILDING TRUST
• COLLABORATION

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COMMUNICATION

• Make clear anecdotal statements
• Respond with relevant information
• Paraphrase or restate what is heard
• Question for deeper meaning or to encourage
  reflection
• Use appropriate body language
• Respect confidentiality

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DO YOU LISTEN?

• Get in pairs.
• Identify yourselves as an A or a B.
• As will talk for 90 seconds on a topic that is
  of interest to them.
• B will listen (do not take notes, do not talk).
• B will paraphrase what was said in 60 seconds.

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BUILDING TRUST

• Maintain confidentiality and objectivity
• Respond respectfully
• Recognize that the novice will have different
  coping mechanisms
• Listen CAREFULLY before responding
• Recognize there might be a need for additional
  support or resources
• Understand differences can provide solutions
• Sleep on difficult problems

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COMMON MENTORING PROBLEMS

• I cant find time to meet with my novice teacher.
• Some of my colleagues feel that my mentee is
  having significant problems.
• My mentee does not want to discuss how things
  are going.

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REFLECTION

• What strengths will you bring to the mentoring
  process?
• What benefits do you believe you will receive
  from the mentoring process?

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I long to accomplish a great and noble task, but
it is my chief duty to accomplish small tasks as
if they were great and noble. Helen Keller
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CONTACTS AND RESOURCES

• Victoria Duff
• 609-292-0189
• victoria.duff_at_doe.state.nj.us
• www.nj.gov/njded/profdev/mentor/
• www.njpep.org
• www.nsdc.org
• www.ascd.org
• Mentoring New Teachers by Hal Portner
• The New Teacher Book by Melissa Kelly
• The First Days of School by Harry Wong