Facilitator Prep and materials
This month’s powerpoint is short. This is to allow you time
for connecting and celebrating successes of the year. Feel
free to use these slides to kick off those conversations or
just party the whole time : )
For slide 8, you need to decide whether to use Mentor
Standard 4 or 5 or both. You will need to make copies of
this standard for participants OR project the standard.
Copies are preferable.
Copies of end-of-year checklist.
Mentor Support during Reflection
Last month, we discussed the importance of
reflection for ourselves and for our mentees.
We designed questions to help our mentees
reflect on the whole year.
With an elbow partner,
discuss opportunities you
have had to reflect on your own growth and/or
to help your mentee(s) reflect on the year?
OSPI MENTOR ROUNDTABLE
PROFESSIONAL DEVELOPMENT FOR THOSE WHO SUPPORT THE
GROWTH OF NOVICE EDUCATORS
May 2017
Mike Esping
Roundtable purposes:
• to connect
• to learn
• to refine
• to give and receive coaching
• to improve through reflection
5
Logistics for Learning
• Advocate for your own learning.
• Tend to your needs.
• Be fully present.
• Be ready to move often.
• Give yourself permission to learn. It is impossible to get better
and look good at the same time.
- Julia Cameron in The Artist’s Way
Today:
•End of year food for thought
•Reflection/coaching
conversations w/feedback
•Celebration
Elbow partner conversation
In May and June we often live in two worlds:
finishing this school year and planning for the next.
Discuss living in the future while staying present
End of year organization
Checklists:
• Help you stay organized and focused
• Help us avoid forgetting items.
• Are invaluable when things get busy/crazy.
• Allow new teachers to be more independent.
Use sample templates to create your own end-of-year
checklist for mentoring and for teaching that fits your site.
Don’t reinvent the wheel. If your building has a checklist
already, ask if you can add some items, if needed. Or get a
copy early and sit down with your mentee to discuss and add
notes and useful info.
Table Group Conversation
Look at the checklist.
Consider:
• What is outdated?
• What is relevant?
• What else might you add?
• What unwritten expectations do we have at our site?
• What end-of-year activities and procedures might be
challenging for new teachers?
• What will be your priorities when talking with new
teachers?
Mentor Skill Development
• Mentoring requires a different set of skills and dispositions
than teaching.
• Mentors need to intentionally practice these skills until the
use of them is automatic.
• Mentor skills include: listening, paraphrasing, questioning,
avoiding personal referencing, and using invitational nonverbals and verbals.
• Roles we attend to include supporting, creating challenge,
and facilitating vision for new teachers.
Mentor Standards
• A team of educators from across the state developed
these Washington State standards for mentoring using
current best practices and research.
• Standards are to support our growth as mentors and to
help districts plan for on-going professional learning for
mentors.
• These were rolled out at the Convening. This version is a
DRAFT form. Final form will be printed in June.
Self-assessment
• Review the standard.
• Rate your current performance.
• Write in evidence that you used to
determine your current performance.
Standing conversation
Find a partner and discuss the evidence you
listed.
Consider: The value of that evidence and
ideas you have for evidence you might collect
in the future to show growth around this
standard.
Individual Reflection
Write your response to the following:
• What skills did you learn or improve this year?
•
In skills would you like to grow/develop next year?
•
How will those skills benefit you or new teachers?
•
What evidence might you collect to show growth
you make as a mentor?
Mentor professional learning
BEST Opportunities for professional learning include:
• Regional Roundtables
• New mentor academies - 201, 301
• Possibly a Mentor Academy151 next year which will give
participants opportunities to practice 101 skills and
address updates in the new Mentoring Matters book.
• Facilitating Adult Learning workshop
• Yearly Mentor Conference in March
Mentor professional learning
A few ideas from around the state:
Weekly mentors get together to practice coaching with
each other (some attend formal meetings and some meet
for dinner on their own)
Mentors observe instruction together in real classrooms
and/or on video. These observations can be used to
practice scripting, discuss possible topics for the post
conference, give each other feedback on scripting, etc.
Mentors participate in a book study.
Learning-Focused Conversation Practice
The focus for today’s conversation – your choice.
Learning-Focused Conversation Preparation
EVERYONE:
• Create an opening question that might promote reflection for the
partner you are going to coach today.
• Review paraphrase stems (see Mentoring Matters). Remember
paraphrase first and then question only if needed.
• Create a T chart to use when you are the observer to record
scripting notes.
Coach
Person being coached
Coaching roles - Round 1
• A = Coach
• B = Person being coached
• C = Observer
• Partners A and B sit side-by-side, knee-to-knee
• Partner C sit behind A & B so you can observe
and hear without distracting.
Debrief & Preparation for next round
• Observer
• Give T-chart data to the coach.
• Prepare for being the coach. Review your intro
question.
• Person who was coached
• Jot down ideas you got while being coached.
• Coach
• Review the T-chart data. What do you notice?
• Jot down a couple possible goals for future practice.
Coaching roles - Round 2
• A =Person being coached
• B =Observer
• C = Coach
• Partners C and A sit side-by-side, knee-to-knee
• Partner B sit so you can observe and hear
without being a distraction.
Debrief & Preparation for next round
• Observer
• Give T-chart data to the coach.
• Prepare for being the coach. Review your intro
question.
• Person who was coached
• Jot down ideas you got while being coached.
• Coach
• Review the T-chart data. What do you notice?
• Jot down a couple possible goals for future practice.
Coaching roles - Round 3
• A =Observer
• B = Coach
• C = Person being coached
• Partners B and C sit side-by-side, knee-to-knee
• Partner A sit so you can observe and hear without
distracting.
Debrief & Preparation for next round
• Observer
• Give T-chart data to the coach.
• Prepare for being the coach. Review your intro
question.
• Person who was coached
• Jot down ideas you got while being coached.
• Coach
• Review the T-chart data. What do you notice?
• Jot down a couple possible goals for future practice.
Whole Group Debrief
• As table groups discuss what you
noticed and learned.
• Be prepared to share one or two items
w/the whole group.
P.S.
Go around your table group and each person shares
one of these two items:
Principle—A big idea you are thinking about
Skill—Something specific you will work on next year.
Clock Hours for Mentoring