Mentorship and Teaching 2013-2014

Report
Mentorship and Teaching
2013-2014
S
Mentorship
“All teachers are more effective when they
can learn from and are supported by a strong
community of colleagues…new teachers can
benefit greatly by having a mentor who will
be a guide and coach.”
- Fullan and Hargreaves, 1999
S
Why Mentorship?
These words, written by a beginning teacher, speak to the challenges
that teachers new to the profession face:
– BEGINNING TEACHER
Learning from Experience: Supporting Beginning Teachers and Mentors, Ontario
College of Teachers
What is Mentorship?
Mentorship Programs are a consistent theme within the field of Education:
Ontario Ministry of Education
The New Teacher Induction Program (NTIP) research has shown that
the first year of teaching is one of the most challenging periods of a
teacher’s career. Through the NTIP, you will have the opportunity to
work directly with, and benefit from, an experienced teacher as a
consultant, a coach and a colleague.
Partnering for Success: Getting the most from Ontario’s New Teacher Induction Program. A Resource Handbook for New Teachers Ontario
Ministry of Education New Teacher Induction Program
What is Mentorship?
Ontario Ministry of Education
Most teachers who have experienced mentoring programs have
found that they provide a wide range of benefits including:
• a support system they can rely on throughout the year;
• the opportunity to observe and work with an experienced teacher;
• a means of building new skills and accelerating professional
learning;
• a source of constructive feedback;
• a sounding board for discussing questions, issues and concerns;
and increased comfort and self-confidence.
Partnering for Success: Getting the most from Ontario’s New Teacher Induction Program. A Resource Handbook for New Teachers Ontario
Ministry of Education New Teacher Induction Program
Nipissing Peer Mentorship Program
Teacher Candidate Observations
2012-2013
http://www.youtube.com/watch?v=fXvB7HrpAp4&feat
ure=em-upload_owner
Essential Characteristics of Effective Mentoring
and Teaching
M
E
N
T
O
R
S
H
I
P
Mutual
Evolving
Non-evaluative
Trusting
Open
Real
Supported
Honours strengths
Invitational
Personalized
Taking responsibility and supporting student
growth
E Energetic and enthusiastic- not only standing in
front of the classroom… it’s working with
individuals,
small groups and other teachers
A Active and Collaborative- NOT isolated. You are a
member of a learning community
C Collegial- it is a shared endeavour- co-planning and
co-teaching as advocated by the Ministry of
Education
H Holistic- built on relationships with students,
parents, teaching colleagues and other staff
members
I Interesting- Presents unique and interesting daily
challenges
N Networking and Mentorship-work with others to
learn and teach
G Growth-promoting personal and professional
growth
NU Mentorship Model
Novice
First Year
Teacher
Candidate
Mentor
Upper Year
Teacher
Candidate
 The model is based on research findings
supporting the benefits of Mentors in the
development of Teacher Candidates.
 Paired practicum experiences are prevalent in
other universities and are effective in providing
increased support for teacher candidates.
 Nipissing Brantford’s concept of pairing Novice and
Mentor concurrent education Teacher Candidates
in the same practicum is an innovative model in
Ontario.
How It
Works…
Novice
Mentor
First Year
Teacher
Candidate
Upper Year
Teacher
Candidate
EACH NOVICE WILL BE PLACED WITH A MENTOR FROM AN UPPER YEAR OF THE PROGRAM (YEAR 2 OR 3)
THE PAIRS WILL IDEALLY BE PLACED WITHIN THE SAME CLASSROOM IF NOT IN THE SAME SCHOOL
THERE ARE SOME EXCEPTIONS DUE TO A VARIETY OF REASONS IN THESE CASES, PAIRS SHOULD STILL
COMMUNICATE REGULARLY AND VISIT EACH OTHER’S CLASSROOMS AT LEAST ONCE
NOTE: MENTORS BEGAN THEIR PLACEMENTS IN OCTOBER
ROLES…
 TEACHER CANDIDATES
 ASSOCIATE TEACHER
 FACULTY ADVISOR
Meeting your Mentor
Let’s Chat!
S
How will you establish consistent communication with your Mentor and Associate
Teacher?
S
Why is it important to build a relationship with your Mentor?
S
What questions would you like to ask your Mentor?
S
Class routines, schedules, students with IEP’s
Contacting your Mentor
• Exchange contact information (Nipissing e-mail and an alternate e-mail
address, Facebook, Phone number, Address)
• Where are you placed? (Mentorship Scenario)
• Transportation- How do you get to Practicum?
• Classroom Overview – Associate Teacher, Students, Challenges,
Classroom Management
• First day of Practicum
Benefits
Enhanced opportunities for collaborative planning,
teaching, and reflection, and resource sharing
Support offered by peers in addressing the
concurrent education program expectations
Increased awareness of teacher candidate
expectations for both the Novice and the Mentor
Supported by the Ontario College of Teachers and
The Ministry of Education
S
Expectations
Novice
First Year
Teacher
Candidate
S
S
S
S
Become familiar with the classroom
expectations and environment in the second
term of the practicum
S How?
Become familiar with the strengths and
interests of the Mentor
S How?
Observe and learn by asking questions, sharing
ideas and resources with Mentor
S What does this look like?
Reflect and set personal goals
S What goals might you set? How will you
know you’ve achieved these goals?
Co-plan and co-teach with the Mentor as much as possible
How will you do this?
Plan and teach some lessons independently and seek
feedback from the Mentor
How?
Maintain ongoing contact with the Mentor
What strategies or methods of communication
might you use?
Collaborate with the Associate Teacher and the Mentor
How will you collaborate effectively and
regularly?
Facilitate the development of the Mentor
S
Provide feedback and reflections to the Mentor
based on observations
S How might you provide feedback?
How will you help your Mentor be successful?
Co-planning and Co-teaching
• Determine lessons to be taught together or independently, in
consultation with the Associate Teacher
• Determine roles in co-teaching
Examples:
1) Gathering and recording student responses
2) Proximity control
3) Assisting with application activities
• Utilize individual strengths (e.g., music, drama, science)
• Balance and negotiate individual responsibilities
FAQ
Q: When does the Peer Mentorship Model begin?
A: The Mentor begins the practicum in their assigned classroom in midOctober. The first year Novice begins the practicum in January, joining the
mentor in their assigned classroom.
The mentorship pair works together throughout the second term, with
guidance from the Associate Teacher and Faculty Advisor. If the Novice and
Mentor are not placed in the same practicum setting, the mentorship pair
can still learn from each other and engage in meaningful dialogue by
sharing practicum planning, teaching, management and assessment
strategies. It is also recommended that Mentor and Novice candidates
who are not placed in the same classroom cross-visit each other’s
placements and observe one another teach at least once in the winter
term.
FAQ
Q: If the mentor and novice are in the same classroom, what are the expectations of
the Peer Mentorship Model? (How many lessons should Teacher Candidates teach
independently and co-plan/co-teach each day?)
A: Mentor expectations (Year 2 and Year 3 Teacher Candidates): The Teacher
Candidate Program Handbook outlines that each year 2 and 3 mentor Teacher
Candidate should teach at least one independent lesson per practicum day. A second
lesson can be taught by the mentor-novice team or by the novice with input from the
mentor.
Novice expectations (Year 1 Teacher Candidates): The Novice year one Teacher
Candidate should have the experience of teaching some independent lessons by the
end of the practicum. Teacher Candidates are reminded that ‘teaching’ also includes
planning and assisting small group instruction, setting up learning centres and
working with individual students, in addition to directed lesson plans.
FAQ
Q: What is the expected course of action if mentors or novices are
experiencing difficulty working as a mentorship pair?
A: Novices and Mentors are expected to work together as professionals as in
other mentorship situations. They should initially problem solve and
negotiate their roles with the Associate Teacher. If there are further
problems, they should contact their Faculty Advisor and the Practicum
Office. Novices and mentors will not be moved from their placements unless
there are serious problems at which time withdrawal from placement and a
failed practicum will result as deemed appropriate by the Practicum Advisory
Committee.
Questions or
Concerns?
Contact the Practicum
Office at
[email protected] or
519 752 1524 ext. 7504

similar documents