The document outlines the goals and components of an effective teacher mentoring program. It discusses identifying mentor qualities, applying mentoring skills through observations and coaching conferences, and examining data collection methods. The purpose of mentoring is to support new teachers' personal and professional development through guidance, feedback and ensuring confidentiality in the mentoring relationship.

1. MENTORING NEW TEACHERS Iroquois Central Schools 2009

2. GOALS • Identify qualities & roles of effective mentor teachers • Look at research on effective mentoring • Apply essential mentoring skills • Observe and practice a coaching conference • Examine data collection methods for observations • Identify strategies for confidentiality

3. WHO AM I TRAINING? School Years Teaching Content Area Learning Style *

5. Learning Styles WHAT? WHY? SO WHAT? WHAT IF?

7. A MENTOR IN MY LIFE *

8. Professional Development Plan Teacher Mentoring Program

17. Needs of New Teachers Parents Standards Faculty Policies Curriculum Discipline Certification Requirements Report cards Open House Lesson Plans Personal Well Being Logistics School Culture Student Culture

20. Phases of New Teachers’ Attitudes Toward Teaching Aug ----------------------------------------------------------------------- July Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I I I I I I I I I I v Why IP?

21. Why Induction & Mentoring? • The NEA projects that 250,000 new teachers will be hired each year for the next 10 years. • 40% of new teachers leave within their first 5 years; 50% in urban & rural districts leave • Some of the most talented new teachers are those who leave teaching

25. Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district

26. Who Benefits?

29. What Excellent Teachers Do Create instructionally secure environment Consider student ability & make adjustments Use appropriate instructional feedback & assessments Reflect on their practice Focus on student learning Respect students

32. Window of Intentionality Understanding Don’t Know Know Can’t Do Can Do Activity Miracle Theory Magic Intentional

34. Moving the New Teacher To Intentionality Coaching Packet

37. Why Peer Coach? SKILL TRANSFER Dr. Bruce Joyce

39. Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *

40. “Leadership for Learning” Reader A: • read IL Approaches & Behaviors (39) • read Outcomes of Conference • Make notes to share Reader B: • read Clarifying Your Approach • read What to do with Approaches • Make notes to share Together: Share notes, then look at the Application Chart in the folder.

41. What’s Your Style? Collaborative Nondirective NEED FOR STRUCTURE Directive • listening • clarifying • encouraging • reflecting • reflecting • presenting • problem solving • negotiating • directing • standardizing • reinforcing LOW HIGH Glickman, 1985

42. The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION *

53. Confidentiality!!