Bismarck Aug 2019 Mentoring

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Mentoring:

Mentoring Steve Barkley August 2019

Mentoring:

Mentoring The old adage “Experience is the best teacher” isn’t quite accurate. “Experience, with a mentor, is the best teacher.” As a new teacher interacts with a mentor, the reflections and insights speed the teacher’s learning. Successful mentors create conversations with mentees that generate continuous goal-setting for student success that drives teacher practice and discovery. This workshop will identify, model, and provide practice in these conferencing skills. Working with eager as well as reluctant mentees will be addressed. Effective mentoring produces learning for the mentor as well as the mentee.

Defining Mentoring:

Defining Mentoring EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

Slide4:

Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching

Slide5:

Later Now The mentor is a cheerleader during this difficult time. Learning Dip

Joyce/Showers Research:

Joyce/Showers Research Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3 rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 — OUTCOMES —

Slide7:

Mentoring Backwards Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Student Achievement:

Student Achievement How is the beginning teacher defining the learning outcome? What are the various elements? This Photo by Unknown Author is licensed under CC BY

Student Behaviors:

Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

Student Achievement:

Student Achievement When you identify your student achievement goals for improvement, what are some of the student behaviors you identify as being necessary for generating the desired learning? Outcome Behavior Indicators Production Behaviors

Student Behaviors:

Student Behaviors Outcome: Increased Vocabulary Production: Hear new vocabulary in teacher reading and speaking Conversation with others using new vocabulary Reading material with new vocabulary Writing for purpose that requires new vocabulary

Teacher Behaviors:

Teacher Behaviors Identify the teacher behaviors that are most likely to generate the desired student behaviors This Photo by Unknown Author is licensed under CC BY

Teacher Behaviors:

Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

Mentoring with Backwards Planning:

Mentoring with Backwards Planning

Slide15:

Pre-observation Conference Observation Post-observation Conference

Slide16:

The Environmental Influences

The Environmental Influences:

The Environmental Influences Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

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Mentor: That was a difficult lesson Mentee: It’s frustrating to put so much time into planning a lesson and then not have it go well.

Collecting Observational Data in the Classroom:

Collecting Observational Data in the Classroom In the pre-conference, seek clarity of the focus of the observation. What question or concern is the teacher looking to answer or solve ? Identify what observational data you can collect that would be most valuable for the teacher. (teacher behaviors, student behaviors, both) Create a plan or process or template for recording. Confirm with the teacher.

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

PRACTICE:

PRACTICE Teacher : My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

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Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Fact You have not been able to get many of the students to work outside of class.

Slide26:

Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Feeling You are worried that presenting information in class won’t get the student achievement that you want.

Slide27:

Teacher: My students won’t read an assign- ment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Attitude If students read outside of class you would teach very differently. You want to find a way to get them to read outside of class.

Gripes to Goals:

Gripes to Goals

Gripes to Goals:

Gripes to Goals Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.

Gripes to Goals:

Gripes to Goals Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. You have a strong desire for your students to do well. Grades just don’t seem to be it. You see a need to find a different way to motivate your students.

Collecting Observational Data in the Classroom:

Collecting Observational Data in the Classroom In the pre-conference, seek clarity of the focus of the observation. What question or concern is the teacher looking to answer or solve ? Identify what observational data you can collect that would be most valuable for the teacher. (teacher behaviors, student behaviors, both) Create a plan or process or template for recording. Confirm with the teacher.

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