January 20
Day two of Mentor training: Today we will discuss how to fashion an atmosphere that fosters professional growth for new teachers; become familiar with successful mentor practices, attitudes, behaviors, and skills; and determine beginning teacher needs and how to provide individualized support
We begin with the guiding principles for a mentoring program. Research supports that a period of induction is essential for all new teachers. Many of the other guiding principles appear to be self evident to the class. However others are often not considered.
The importance of developing a trusting relationship is the key to opening the door to successful mentorships. If the mentor-mentee relationship is not nurtured then development and growth will be locked out. The mentee must have trust in the mentor to have a constructive dialogue where they can honestly assess where they are in their professional development. This allows them to work together to develop plans for progress in areas of improvement. The plans should be achievable to avoid frustration and encourage progression in the direction of becoming an effective teacher.
Differentiated mentoring is important. All new teachers are not alike, therefore the mentor must modify their support and assistance to the needs of the individual teacher. While one teacher may be excellent in planning yet have poor delivery of content, another teacher may have different needs, so formative assessment is used to individualize the mentorship.
It is also important to be aware of the attitudinal phases new teachers experience the first few years. Veteran teachers experience the same phases too, but they are not the roller coaster ride they are for the new teacher. It is all sunshine and happy days at the beginning of the year and as the leaves begin to change color, new teachers begin changing colors too… they become a little blue. Mentors must change their support as the new teacher goes through different phases during the school year to meet their ever changing needs.
Finally, experienced teachers can learn a great deal from a new teacher. They are flush with new ideas and often their enthusiasm is infectious. I have had beginning teachers reignite a spark in me before. They can be little battery rechargers for our tired old battery sometimes.
It was another full day and I am so exhausted I cannot think well…HEY, I heard that…let me modify that statement…I am so exhausted I think less well..?!?!?! You know what I mean.
“In every art beginners must start with models of those who have practiced the same art before them. And it is not only a matter of looking at the drawings, paintings, musical compositions, and poems that have been and are being created; it is a matter of being drawn into the individual work of art, of realizing that it has been made by a real human being, and trying to discover the secret of its creation.” - Ruth Whitman
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