Mentoring the Beginning Teacher of Mathematics

1
Mentoring the Beginning Teacher of Mathematics

• Henry S. Kepner, Jr.
• Univ. of Wisconsin-Milwaukee
• Milwaukee Public Schools
• NCSM March, 2007
• Atlanta, GA

2
Mentoring new staff the unfunded mandate

• Acting as a sponsor
• Encouraging self-reliance
• Encouraging true collegiality
• Encouraging reflection on practice
• Provide timely, appropriate feedback

3
Mentoring is

• Sharing
• Reflecting
• Supporting

Mentoring is NOT

• Evaluating
• Substituting

4
Mentoring Roles

• To consult
• To collaborate
• To coach

5
Consult share vital information

• Procedural expectations
• Building/district policy, materials, access to
  resources
• Craft of teaching establishing classroom
  routines, instructional strategies, assessments

6

• Think aloud about your own. Whats and Whys
  about colleagues awareness
• Offer a menu
• Produce an idea bank
• Conduct a model lesson (label critical
  attributes)
• Review tapes of teaching
• Reference, highlight current research

7
Collaborate co-develop the information pool.

• Shared analysis
• Problem solving
• Decision-making and
• Reflection

8
Reciprocal nature support mutual learning,
growth, respect.

• Brainstorm with colleague
• Reasons,
• Multiple ideas,
• (Multiple) possible solutions,
• Interventions.
• Co-plan
• Co-teach
• Joint reflections on targeted student learning
  and behaviors

9
Coaching Goal to empower a colleagues
expertise in

• Planning,
• Reflecting on practice, and
• Instructional decision-making focused on student
  learning of mathematics.

10
Coaching Responsibilities

• Maintain a nonjudgmental stance
• Inquire about Whats and Whys
• Focus on successes towards colleagues goal
• Focus on colleagues concerns. (Be prepared to
  focus on whatever the colleague raises as an area
  of concern.)
• Reflect on goals.

11
References

• Burns, Marilyn, Silbey, Robyn. (2000) So you
  have to teach math? Sound advice for K-6.
  teachers. Sausalito, CA Math Solutions
  Publications. ISBN 0-941355-29-2.
• Costa, A., Garmstorn, R. (2002) Cognitive
  Coaching A foundation for Renaissance Schools.
  2nd Edition Norwood, MA Christopher-Gordon
  Publishers. ISBN 0-926842-37-4
• DePaul, Amy. (1998?) Survival Guide for New
  Teachers How new teachers can work effectively
  with veteran teachers, parents, principals, and
  teacher educators. US Dept. of Education.
  Office of Educational Research and Improvement.
  www.ed.gov
• Grant, Scott Nelson, et.al. (2003) Lenses on
  Learning. Dale Seymour Publications.
• Huinker, D., Freckmann, J. (2004) Focusing
  Conversations to Promote Teacher Thinking. TCM.
• Lipton, L., Wellman, B. (2003) Mentoring
  Matters  A Practical Guideto Learning-Focused
  Relationships. Sherman, CT  Mira Via.
• NCTM. Lester (2003) Teaching Matheamtics through
  Problem Solvin, Prekindergarten-Grade 6.
• NCTM. Schoen (2003) Teaching Matheamtics
  through Problem Solving. Grades 6-12
• NCTM. Navigations collection.
• NCTM. (2004) Empowering the Beginning Teacher of
  Mathematics in 
• Chappell, M., Schielack, J., Zagorski, S.
  Elementary School 
• Chappell, M. Pateracki. Middle School 
• Chappell, M., Choppin, J., Salls, J. High
  School.
• National Research Council (2001). Adding it up
  Helping children learn mathematics. J.
  Kilpatrick, J. Swafford, and B. Findell (Eds.).
  Mathematics Learning Study Committee, Center for
  Education, Division
• Stein, Mary Kay, Smith, M., Henningsen, M.
  Silver, E. (2000) Implementing Standards-based
  Mathematics Instruction. NY Teachers College
  Press and NCTM.
• West, L. Staub, F. (2003) Content-Focused
  Coaching Transforming Mathematics Lessons.
  Heinemann.