LIANA+-+Teacher+Induction+&+Mentoring

ASCD Edge site
 * March 26, 2011**

**Mentoring New teachers**
mentors.net - Founded in 1991, the Mentoring Leadership & Resource Network (MLRN, is an affiliate of the ASCD. (847-537-6029) [] - Mentoring Leadership & New and Student Teachers

www.ascd.org/my downloads - (sign in - password is password) MLNR Promoting the mentoring and induction of new teachers by supporting mentors and induction programs in k-12 schools and in university teacher education programs.

Illinois New Teacher Collaborative (contracted by their public school system to work with new teachers) (INTC.education.illinois.edu/homepage

Ami Hicks - Exploring and Assessing New Teacher Induction Program Models (Masters and Doctoral done on mentoring programs) Circle of Quality Mentoring - Programs and Practices Background Research - no criteria for a quality program. difficult to determine successful induction. Book: Quality mentoring for Novice Teachers (Sandra Odell and Leslie Huling, editors) www.kip.org Program Purpose Dimension 1 - Professional practice aligned with standards for teaching (this is all on the website). Professional identity through reflection and inquiry Manage the day to day challenges of teaching (between mentor and menthe Prepare, select and retain quality teachers provide personal and professional support

Roles/Cultures (Dimension II) School, district and University cultures and responsibilities -School and community context - Time for teacher development (they need professional development right in community context...articles/books, read together-they don't have time to do it on their own...write a reflection) - Opportunities to work with other educators - Administor support (w/out support program will go no where fast) -Pre-service programs -on-going professional development (universities partner up with the districts, schools) - Research-based knowledge related to quality teaching -Learning to teach: a career-long process (role of mentor is to establish fact that it is a LONG process. lifelong - Teaching diverse learners (helping protege understand the climate and culture of the school. need to be able to interact on a high level with diversity issues) -Reflecting with novices (mentor to protege) -Receiving recognition and ocmprensation for mentors Dimension III -Committed to developing own practice -Knowledgeable about standards-based teaching ( -Competent in working with adults from diverse backgrounds - Commitment to mentor responsibilities - Dedication to ethical practices (professional responsibilities) - Professional and emotional support - similar teaching assignments Dimension IV -Analyze and reflect on classroom teaching and mentor/novice interactions -Understand needs/concerns of novices -Foster productive conversations - Analyze the learning of diverse students -Work with novices as adult learners - coach and provide feedback on mentoring practices and program solving -Share mentoring practices with other mentors - Explore strategies to build and strengthen the mentor/novice relationship -Receive monetary or other compensation Mentor Roles -Support and facilitate standards-based practice -Facilitate and model self-reflection, problem-solving, and instructional improvement -Build a professional relationship with the novice -support the novice before and during the school year -Support and challenge the novice on his or her teaching practices - Interact both formally and informally -offer empathy and assistance to novices coping with the stresses of teaching Coordinator -Committed to program purposes - knowledgeable and experienced in mentoring initiatives -Effective in working with people of diverse backgrounds -Adept in coordinating professional development for mentors and novices
 * Developing a school community of support
 * University engagement (usually the weakest part)
 * Mentor role
 * Mentor Selection
 * Mentor Preparation
 * Dimension V
 * Dimension VI (Program coordination, implementation and evaluation)

The Mentoring Framework - assistance - assessment -represents a stards based apprch to mentoring - improve teacher quality (see ascd handouts site on ascd.org) - See photo i took of 6 qualities
 * Six dimensions represent the ideal structures and practices promoting quality mentoring

Mary Elin Barnish, Ed.D (Illinois New Teacher Collaborative)(mbarnish@illinois.edu) INTC Mission - to coordinate a network of services and resources through a state-wide partnership of concerned stakeholders in order to attract and retain new teachers and enhance their ability to promote student learning Activities & Resources COLLABORATION IS KEY (all stakeholders) Challenges Serve as a leader in the state
 * Statewide conference
 * Regional prof dev
 * Website and online resources
 * Program site visits
 * Statewide networking
 * Liaison with state BOE
 * Administration of grants
 * Research on grant-funded programs
 * provide support for all programs
 * work with a variety of models
 * Conduct research relevant to the state
 * distribute resources applicable to all programs
 * Conduct germane web meetings and discussions
 * Focus on student learning (how to prove that induction and mentoring has an impact on student learning)
 * Collaborate with all stakeholders

Standards as the basis for program consistency, development and assessment (Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs - 9 standards)

(Check out Barry W. Sweeney on google. excellent resource)


 * Reflection**: This was a well presented session, chalk full of information. Their website should be looked at for further information.


 * Implications for Ka Pi'ina**: If we are looking into mentoring we definitely need to tap into some of these resources. The ASCD Edge looks to be a valuable source of information.