Preparing To Be A Mentor

1
Preparing To Be A Mentor

• Division of Career Education New Counselor
  Mentoring Program

2
Beginning Reflections

• One thing I remember most about my first year of
  counseling is
• One quality of a good mentor is
• One question I have about mentoring is

3
Qualities of a Good Mentor

• Commits to the roles and responsibilities of
  mentoring.
• Accepts the beginning teacher as a developing
  person and professional.
• Reflects on interpersonal communications and
  decisions.
• Serves as an instructional coach
• Models a commitment to personal and professional
  growth.
• Communicates hope and optimism for the future.

4
So, whats in it for you?

• Recognized as an model counselor
• Encouraged to refocus on counseling practices and
  reflective skills
• Earned the gratitude respect of the protégé

• Spread the influence of an experienced counselor
• Fulfilled the desire to give back to the
  profession
• Offered opportunity for ongoing collaboration

5
Four Principles of the Mentoring Process

• Mentoring is a complex process and function.
• Mentoring involves support, assistance, and
  guidance, but not evaluation of the protégé.
• Mentoring requires time and communication.
• Mentoring should promote self-reliance in the
  protégé.

6
Important Points to Remember Counselors as
Adult Learners

• Adults are motivated to learn as they experience
  needs and interests.
• Adults orient learning to life.
• Experience is the richest resource for adult
  learning.
• Adults have a deep need to be self-directing.
• Individual differences between people increase
  with age.

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Age-Based Stages of Adult Development
Age Stage
16-22 Leaving the Family 22-29 Getting Into
the World 29-32 Age 30 Transition 32-35 Rootin
g 35-40 Becoming Ones Own Person 40-43 Midlif
e Transition 43-50 Restabilization 50-65 Prere
tirement
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Guidelines for a Successful Relationship

• Willingness to invest time and energy.
• Strong conviction that counselors have a positive
  effect on the quality of schools.
• Sense of confidence in your own abilities.
• Belief that mentoring is a mutually enhancing
  professional development opportunity in which
  both partners will achieve satisfaction from the
  relationship.

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Roles of the Mentor

• Advisor
• Counselor
• Trainer
• Sponsor

• Role Model
• Advocate
• Opener of doors
• Friend

10
Working Together to Ensure Success

• BE PRESENT in the mentoring process
• Take responsibility
• Be an objective observer
• Ask questions and listen to your protégé
• Chart your course
• Network
• Take risks
• Reflect
• Give back

11
Choose Your Level of Commitment

• Level 1 irregular contact, interaction limited
  to basic information, survival strategies are the
  emphasis of protégés learning.
• Level 2 regularly scheduled contact and
  satisfies protégés needs for information,
  discussion centers on current problems.
• Level 3 Mentor protégé maintain regular
  contact, collaboration occurs around best
  practices in multiple areas of teaching.
• Level 4 Contact with each other takes priority
  and has protected time. Both promote learning
  and get to the level of connections between
  instructional practice and student results.

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Factors Leading to Low Mentor Commitment

• Lacks appreciation for the importance of the work
• Unclear about a mentors roles and
  responsibilities
• Overextended in his or her professional or
  personal life
• Unable to accept the protégé s beliefs or
  behaviors
• Fears rejection by the protégé
• Lack of appreciation for mentoring in the school
  culture
• Judges the protégé to be highly competent
• Low commitment from the protégé

13
Factors Leading to Low Protégé Commitment

• Strong desire to be an autonomous professional
• Fear of being judged inadequate
• Believes asking for help is a sign of
  incompetence
• Unable to accept the mentors beliefs or
  behaviors
• Does not want to be a burden to another
  professional
• Lacks appreciation for the complexity of teaching
• Judges the mentor to be uncaring
• Low commitment from the mentor

14
Working as a Team

• Start and build the relationship both being
  active participants taking initiative to make
  contact with the other.
• Establish two-way communication listening,
  looking, leveling.
• MAINTAIN CONFIDENTIALITY
• Get to know each other early in the relationship.

15
Interactions Reflective Practice

• Interactions vary in approach
• Consult provide information, technical
  assistance
• Collaborate share ideas, to problem-solve
• Coach improve instructional decision-making and
  increase reflectivity in practice
• Reflective Practice (Edward DeBono)
• P M- I
• P positive
• M- negatives
• I interesting or intriguing ideas neither plus
  or minus

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Phases of the First Year
3. Anticipation
1. Anticipation
3. Reflection
1. Survival
3. Rejuvenation
2. Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Jun Jul
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Brief Overview of the Phases of First Year
Teaching

• Anticipation - Looking forward to what will be
  happening in the classroom. August, September
• Survival - September October realities set in.
  Facing problems they do not have experience in
  addressing them.

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• Disillusionment - November - January is
  hit-the-wall time. Nonstop schedule may affect
  health and sense of confidence
• Rejuvenation - winter break marks a transition
  brining a clearer sense of the realities
  January - March

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• Reflection - best time for reflection is the last
  week or two of the year. Take stock of the work
  done. March - May
• Mentors are essential in helping the protégé
  look back.

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• Reflection is important throughout the year.
  Reflecting gets better the more it is done. Much
  is gained from reflecting together.
• Begin again with
• Anticipation!
• May - August

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Developmental Levels of Concern

• A study by Fuller (1969) asked educators to
  describe their chief concerns. The study
  resulted in the identification of three
  developmental levels of concern.

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Take a minute now to quietly reflect on how you
would answer the following question.
What is your chief concern as a counselor?
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Developmental Levels of Concern Theory
- Fuller, 1969
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Stage 1 The Survival Stage
Survival Stage Matches Anticipation
Survival Phase
Stage One
Counselors in this stage are primarily focused on
. . .
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Self
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- How am I doing?- Will I make it?- Do
others approve of my performance?
Some key Survival Stage questions are . . .
27
Stage 2 The Task Stage
Task Stage Disillusionment Phrase Survival Stage
Stage Two Stage One
Counselors in this stage are primarily focused on
. . .
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Time
and
Task
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- Is there a better way?- How can I do all
that is expected of me?- How can I improve
this?
Some key Task Stage questions are . . .
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Time Crunchers Frequently Reported by Beginning
Counselors

• After-School Activities
• Non-Guidance Responsibilities
• Tragic Issues of Students
• Faculty and Other Meetings
• Graduate School

• Preparing for Parent Meetings
• An Overwhelming Workload
• Catching Up on Paperwork
• Maintaining the Guidance Office
• Finding Resources

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Stage 3 The Impact Stage
Impact Stage Rejuvenation Reflection
Phases Task Stage Survival Stage
Stage Three Stage Two Stage One
Counselors in this stage are primarily focused on
. . .
32
Student Learning
33
- Are students learning?- How can I support
student achievement?- Is my work meaningful to
students?
Some key Impact Stage questions are . . .
34
Stage 1 The Survival Stage Appropriate Mentoring
Behaviors
Look for opportunities to provide specific
praise. Express interest in the protégé's
ideas. Empathize by sharing experiences from your
own first year of teaching. Encourage the protégé
to reflect on things that are going well, on
successes as well as on setbacks. Include the
protégé in social as well as professional
activities. Share your coping skills, and
encourage the protégé to lead a balanced life
that includes time for self, family, and friends.
35
Stage 2 The Task Stage Appropriate Mentoring
Behaviors
Help the beginning protégé prioritize the many
tasks that he or she feels compelled to
complete. Open your lesson plan files and invite
the protégé to adopt or adapt them. Share your
methods of more efficiently accomplishing common
teaching and management tasks. Encourage the
protégé to speak with or observe colleagues who
demonstrate exemplary practice in areas the
beginning teacher has expressed interest in. Help
the protégé reflect on his or her motives for
pursuing a particular task.
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Stage 3 The Impact Stage
Appropriate Mentoring Behaviors
Commend the protégé for being student
centered. Engage the protégé in collegial
dialogue that focuses on meeting the needs of
individual learners. Expose the protégé to more
complex counseling strategies. Encourage the
protégé to collaborate with or observe
outstanding counselors who can model best
practices the beginning counselor has not
mastered. Focus conversations on the protégés
efforts to make progress with challenging
students.
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Background
The inventory you are about to take has been
designed to help you better understand the basic
beliefs you hold about mentoring and how those
beliefs might influence your mentoring behaviors.
38
Instructions
Take and self-score The Mentor Teacher Beliefs
Inventory that begins on page 52 in your
notebook.
Time 15 minutes
39

• When you finish scoring the inventory, feel free
  to compare scores within your group. Remember
  There are no right or wrong answers or good or
  bad scores.

40
The Mentoring Beliefs Inventory
Nondirective
Collaborative
Directive
2.3
2.2
2.1
Source Developmental Supervision by Carl
Glickman, 1985.
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The Mentoring Behavior Continuum
Nondirective
Collaborative
Directive
1. Listening 2. Clarifying 3. Encouraging
4. Reflecting 5. Presenting 6. Problem
Solving 7. Negotiating
8. Directing 9. Standardizing 10. Reinforcing
Source Developmental Supervision by Carl
Glickman, 1985.
42
The Mentoring Behavior Continuum
Nondirective
Collaborative
Directive
1. Listening 2. Clarifying 3. Encouraging
4. Reflecting 5. Presenting 6. Problem
Solving 7. Negotiating
8. Directing 9. Standardizing 10. Reinforcing
Source Developmental Supervision by Carl
Glickman, 1985.
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Developmental Level Defined
Developmental level, according to Glickman
(1985), is determined by the teachers
motivation, experience, and competence.
44
In seeking to determine the developmental level
of a beginning teacher, mentors might ask
themselves . . .
1. How motivated is he with regard to a
particular task? 2. Is she willing and able to
assume responsibility? 3. What skills does he
have with regard to this particular task or
problem? 4. What prior experience has she had in
similar situations?
45

• Working in your groups, take 2 minutes to think
  of situations in which it would be appropriate
  for a mentor to employ a directive approach to
  mentoring.

46
When to Use Directive Behaviors
Directing Standardizing
Reinforcing

• When the mentor has knowledge that the protégé
  does not possess
• When the mentor knows what the problem is and the
  protégé does not
• When the protégé's behavior is self-defeating but
  is not viewed as such by the protégé
• When the protégé is consistently defensive and
  closed to feedback
• In a crisis situation where the personal or
  professional well-being of the protégé is at stake

47

• Working in your groups, take 2 minutes to think
  of situations in which it would be appropriate
  for a mentor to employ a nondirective approach to
  mentoring.

48
When to Use Nondirective Behaviors
Listening Clarifying
Encouraging

• When the protégé possesses more knowledge than
  the mentor
• When the protégé is seriously concerned about a
  problem and the mentor does not see a problem
• When the mentor judges that a protégé's proposed
  action is safe
• When the beginning teacher is capable but
  reluctant to act
• When the mentor wants to gain insight into the
  protégé's level of skill or motivation

49

• Working in your groups, take 2 minutes to think
  of situations in which it would be appropriate
  for a mentor to employ a collaborative approach
  to mentoring.

50
When to Use Collaborative Behaviors
Reflecting Presenting Problem Solving
Negotiating

• When the mentor and protégé both possess
  knowledge about the topic or issue
• When the mentor understands one part of a problem
  and the protégé understands another part
• When there is time for collaboration, and the
  mentor senses that the protégé is ready to assume
  more responsibility
• When the mentor senses that the protégé needs to
  feel part of the decision-making process

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Types of Protégé Requests for Help
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As soon as a protégé speaks to you, you begin to
assess the situation. Even though you may not be
aware of it, in your mind you seek answers to
questions such as
What does this person need?
What does this person want from me?
What can I do for this person?
- Gazda, et al., 1991
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Problems Confronting New Counselors

• Lack of assistance
• Isolation from adults
• Lack of useful feedback
• Results not shared or used
• Working to balance work and personal life
• In-service not geared to novices

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The Challenges of Mentoring
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Principle Number 1

• Mentoring is a complex process and function.

Because of this complexity, mentor teachers
frequently encounter a variety of problems and
concerns.
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Processing your . . .
Thoughts on the most commonly reported problems
of mentor
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Three Common Problems
Problem 1
Strategic Responses
I cant find the time to meet with my protégé.
Our schedules are different, and we are both very
busy. We just dont seem to be able to connect
for any meaningful length of time.
Make appointments. Use the phone and e-mail. If
schedules permit, eat lunch together. Team plan
or team teach something that will require time
together. Be creative! Meet before or after
school, if possible. Go to breakfast once a week.
Remember Finding time is an expression of
commitment!
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Three Common Problems
Problem 2
Strategic Responses
Some of my colleagues feel that my protégé is
having some significant problem of one kind or
another. They approach me as if they expect me to
fix the problem.
Calmly listen to the concerns and then thank them
for the information. Ask them if they have shared
their concerns with the beginning
counselor. Remember your commitment to
confidentiality. Do not fuel their fire. The less
you say, the safer your position.
Remember It is not your job to FIX the beginning
counselor!
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Three Common Problems
Problem 3
Strategic Responses
I dont know what to think. My protégé spends
more time with another counselor. They seem to be
having meaningful conversations, and I guess I
have some mixed feelings about that.
Thank the other counselor for the time he or she
is giving. Accept that getting help from other
counselors is very healthy. The best mentors
promote such relationships. Approach the
beginning counselor in a positive way to
determine what kind of help he or she is
receiving from the other person.
Remember Good mentors seek to create a mentoring
culture!
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Types of Protégés Requests for Help
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Protégé Speaks
Request for Action
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Protégé Speaks
Request for Action
Request for Information
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Protégé Speaks
Request for Action
Request for Information
Request for Understanding
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Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
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Types of Inappropriate Interactions

• 1. Gossip
• 2. Chronic Complaining
• 3. Inordinate Griping
• 4. Rumor
• 5. Solicitation of a Dependency Relationship
• 6. Encouragement of Negative Activity

- Gazda, et al., 1991
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Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
APPROPRIATE ACTION
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Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
APPROPRIATE INFORMATION
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Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
EMOTIONALSUPPORT
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Protégé Speaks
Request for Action
Request for Information
Request for Understanding
Inappropriate Interaction
REFUSAL TO PARTICIPATE
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Decision Points

• A method to assist the protégé and mentor in
  beginning their professional and personal
  relationship

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Individual Mentoring Plan

• Action Plan for the Mentoring Year
• Use the decision points worksheet to set goals
  and actions for the year
• Consider assignments and what will help complete
  those
• Include other types of things that you, as a
  team, determine will be helpful for the protégé.
• Separate the copies as indicated.

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Quarter Logs

• Ensures contact throughout each quarter.
• The list is for suggestions and can be added to
  or modified to individualize the work.
• Submit to MCCE by the due date as indicated on
  each log.

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Visit

• The mentor may visit the protégé or the protégé
  may visit the mentor.
• The visit is highly recommended to occur in the
  first semester.
• Submit an expenses reimbursement form and a visit
  report to MCCE when the visit is completed.
• (Reimbursement forms can be accessed on
  www.mcce.org )

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Visit Pointers

• Prioritize concerns
• Introduce yourself to administration
• Use positive statements and strengths
• Examine resources
• Discuss state reports and timelines, etc.
• Talk about balancing career and personal lives
• Reflect with protégé
• Report any concerns to Content Expert

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Structured Experiences

• Guide protégés through activities required of
  school counselors

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Structured Experience I.1First Semester

• Professional Development Plan

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Professional Development Plan

• Three areas of focus for professional growth
• Realistic and personalized focus areas
• Broad and attainable goals
• Strategies, target and completion dates
• Outcomes and reflective statements

78
Structured Experience I.2First Semesters

• Rationale connecting CGP to the Districts
  Mission Philosophy

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Structured Experience I.3First Semester

• Year-Long Calendar for CGP

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Structured Experience 1.4First Semester

• Guidance Activity

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Structured Experiences II.1Second Semester

• Annual Comprehensive Guidance Program Evaluation

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Structured Experience II.2Second Semester

• Individual Mentoring Plan Review

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Mentoring Program Evaluation

• Complete the online evaluation that will be
  emailed to you individually.
• Providing feedback helps strengthen the program.
• Encourage your protégé to watch for the email and
  complete the evaluation.

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Key Points

• Stay in touch with your protégé.
• Be a good listener.
• Share with each other.
• If there are problems, get in touch with your
  regional chair.
• Mentoring has positive effects on both mentors
  and protégés.

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Closing Reflections

• One thing I remember most about my first year of
  counseling is
• One quality of a good mentor is
• One question I have about mentoring is

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Processing your . . .
Final Reflections As I reflect on this
workshop, I want to remember
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References Resources

• Daresh, J.C. (2003). Teachers mentoring teachers.
  Thousand Oaks CA Corwin Press, Inc.
• Johnson D.F. (2002). Being an effective mentor.
  Thousand Oaks CA Corwin Press, Inc.
• Lipton Wellman (2003). Mentoring Matters A
  practical guide to learning focused
  relationships. Sherman CT MiraVia, LLC.
• Rowley, J.B. (2000). High-Performance Mentoring.
  Thousand Oaks CA Corwin Press. Inc.
• Udelhofen Larson (2003). The mentoring year.
  Thousand Oaks, CA Corwin Press, Inc.