Waltham Public Schools’ Mentoring Training https://chosenrebel.files.wordpress.com/2010/05/mentorsmatter.jpeg
WPS Mentor Program Team Assistant Superintendent for Curriculum & Instruction - Paul Maiorano Mentor Coordinator 6 - 12 - Tom Grinnell Mentor Coordinator PreK - 5 - Kelly McAvoy
The Waltham Public Schools is committed to a mentor program to enhance student learning by promoting the personal and professional growth of our educators. The mentor program will foster collegiality, encourage best practices, and create a culture of support within a community of learners. Mission Statement
Goals To provide non-evaluative and confidential support to teachers new to the Waltham Public Schools To improve teaching and learning To reduce concerns and attempt to overcome challenges common to new staff To foster collegiality and congeniality To offer opportunities for staff to analyze and reflect upon the best practices in teaching and to enhance the development of good teaching skills To ensure the retention of quality teachers
Key Components of the WPS Mentor Program
● Mentor Agreement ● Mentor Log ● Mentor Meetings (Year 1 Mentees only) & New Teacher Meetings (with building principal) ● Year 1 – 55 hours ● Year 2 – 50 additional hours ● 3 full observations of mentor observing mentee and vice-versa, with feedback ● 3 brief observations of mentor observing mentee and vice-versa, with feedback
● 2 brief peer observations of mentee, with feedback ● Year 2 mentee reflections – (1) Two years of being mentored, (2) Two years of being given feedback ● A liaison will mentor an incoming teacher who has been mentored in another district or holds a professional license for 25 hours to help acclimate them to the district ● Mentor Training
Timeline ➔ Summer ◆ New pairings - Mentor Coordinators with Principals ◆ New Teacher Orientation (2 Days) - Mentors have lunch with mentees on Day 1 ➔ Start of School ◆ Mentor Agreements ◆ Mentor Meetings w/Mentor Coordinators - September/October - TES - Creating a Positive Classroom Environment - First Year Teacher Issues - Technology Support ➔ Throughout the Year ◆ Mentor and Mentees emails from Mentor Coordinators - Monthly/Periodically ◆ New Teacher Meetings with Principals ◆ Mentors working with mentees - Year 1 55 hours; Year 2 - 50 hours; Liaison - 25 hours ➔ Spring ◆ Training new mentors - March-May ◆ Mentor and Mentee Surveys - Early May ◆ Mentor Logs - Early-mid May ◆ Year 2 Mentee Reflections - Late May ◆ Assistant Superintendent & Mentor Coordinators meet to discuss surveys and make any changes deemed necessary
Mentor Training: How We Got Where We Are... ➔2000 - 2004: Teachers21 ➔2005 - Present: Mentor Coordinators, along with other trained mentors, lead a two-day - 12 hour training
➢ One-time training
WPS’ Mentor Training Logistics
➢ Occurs over the course of two 6-hour Saturdays in spring ➢ Workshop format ➢ Cap of 20 participants each year ➢ Participants intentionally represent a range of our WPS educators and support staff
WPS’ Mentor Training Logistics
➢ Includes various presenters including both mentor coordinators and previously trained mentors
➢ Infused with opportunities for participant engagement, conversation, and relationship building through varied presentation styles, break out sessions, activities, and games
DESE’s 2015 Guidelines for Induction and Mentoring Programs Commonwealth Recommends...
Waltham Does...
~ All mentors need to be trained
~ Ensures all mentors participate in training
~ Mentors receive training in skills of effective mentoring and strategies for supporting beginning teachers to be successful
~ Includes tools and resources of these skills in a Mentor Program Binder for each participant
~ Training takes place at the district level
~ Handles all aspects of mentor training by a Mentor Program Team
~ Districts look to their own teachers who are experienced mentors to serve in leadership roles
~ Utilizes its two program coordinators as well as experienced mentors to present and lead training
~ An exhaustive list of elements of training to be considered for training
~ Incorporates a significant number of those suggestions into our training including: Role of a mentor, Adult development and learning, Analysis of teaching strategies, Observation skills, Effective use of observation tools for conferencing and feedback, Diagnosing and analyzing classroom management issues, Preparing for educator
Before Training ● District-wide outreach, publicizing, and recruitment of educators to train ● Significant planning, collaboration, and preparation of training materials between members of the mentor program team
http://southeastmentors.ncdpi.wikispaces.net/
During Training ● 12 hours of training ● Active engagement of participants ● Provide information, answer questions, and offer support After Training ● Tabulate and review workshop feedback forms ● Make notes on adjustments for the following training year ● Outreach to newly trained mentors
Start with a Strong Message: The Importance of Mentoring MORE qualified, caring mentors = IMPROVED support for new teachers; IMPROVED support for new teachers = MORE successful new teaching experiences; MORE successful new teaching experiences = LESS teacher turnover; LESS teacher turnover = MORE capable, well-trained, effective teachers; MORE capable, well-trained, effective teachers = IMPROVED STUDENT ACHIEVEMENT! http://www.slcschools.org/departments/professional-development/documents/Mentor-handbook.pdf
Topics Covered: Day One Why Mentor? What is a Mentor?: Characteristics of a Mentor Mentor Categories Mentoring vs. Coaching Confidentiality What Do New Teachers Need/Want?: Strategies for Mentoring Mentor Program Logistics Supporting Your Mentee Through the Evaluation Process
Topics Covered: Day Two Peer Coaching and Observation
Tips for Observing Your Mentee Say What? How to Engage in Active Listening with Your Mentee How to Support Your New Teacher
Example of Workshop Feedback Form
What Works? Strong Aspects of WPS’ Mentor Training
● We appreciate and value the educators who choose to participate in Mentor Training ● We excite and inspire our participants in being agents of support and change ● We support, support, support our trainees and provide them tools and resources for success ● We garner feedback and immediately take that into consideration when planning our next session ● We adjust the training from year-to-year based on participant feedback, annual Mentor/Mentee Program Survey results, the needs of our new educators, the needs of our students, and more!
What Mentoring Means by the End of Training
Thomas Grinnell Waltham Public Schools 617 Lexington Street Waltham, MA 02452
[email protected] Kelly McAvoy Waltham Public Schools 494 Lincoln Street Waltham, MA 02451
[email protected]