Académique Documents
Professionnel Documents
Culture Documents
Training Manuel
2019-2020
Teacher Support
and
Professional Development
Page 1
BTW Teacher Mentors:
Definition for Mentoring: Teacher-Mentors are experienced teachers who are highly
skilled practitioners, who are life-long learners, who are dedicated to promoting
excellence in the teaching profession and who are trusted professionals willing to
take a personal and direct interest in the development of a colleague.
Coaching Mentoring
Teaching a skill Teaching not only skills but life
lessons
Some relationship trust True friendship
Relationship usually Relationship usually long in
short duration duration
Difference maker
Individualized perception
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Positive model
Self-Confidence Builder
Protector
Teacher
Coach
Trainer
Advisor
Counselor
Friend
Mentor Teachers
Topics include:
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Teachers who are both new to the profession and new to the building
will attend NTO for support! NTO will occur bi-weekly. One meeting will
be a professional development based on teacher need. The other
meeting will be a social outing where new teachers can build
camaraderie.
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Phases of First Year Teaching
Anticipation Anticipation
Reflection
Rejuvenation
Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul
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The Mentor Role
Responsibilities:
CONFIDENTIALITY
Qualifications:
Is a skillful teacher
Is able to transmit effective teaching strategies
Has a thorough command of the curriculum being taught
Is a good listener
Can communicate openly with the beginning teacher
Is sensitive to the needs of the beginning teacher
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Understands that teachers may be effective using a variety of
styles and is careful not to be overly judgmental
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Informal Contact
The mentor should often meet informally with the beginning teacher to
discuss such day-to-day concerns as:
Taking attendance
Role Modeling
In work habits
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By expressing a positive set of values and beliefs concerning
teaching as a career
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Direct Assistance
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How to Address Concerns
3. Find a live model for the mentee to watch (Use the PLC Coach to
assist with this task)
a. Mentor models the skill, behavior, procedure or process.
b. Mentor asks another teacher to model. (Be sure the teacher is
able to do whatever it is you want the mentee to learn to do.)
i. Write down examples observed in teacher’s behavior.
ii. Get evidence of its effectiveness by observing what students
are doing. (This two-step process helps the mentee to
understand the cause-effect relationship between teacher
behavior and student behavior.)
4. Reflection together
a. Note examples of teacher behavior
b. Talk about evidence in students’ behavior
c. Brainstorm other ways to address concerns
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c. Provide another model and debriefing session, if needed
d. Encourage mentee to share progress
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Reflecting Conversation
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lesson or other lessons?
Evaluate: (Give feedback about the As you think back over our
effects of the session and the conversation, what has this session
mentor’s conferencing skills. done for you? What is it that I did (or
didn’t) do that was of benefit to you?
What assisted you? What could I do
different in future sessions?
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Open-Ended Questions for Reflective Practice
Listed below are some questions that can be used during a conference
after reviewing a lesson utilizing reflective practice.
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Online Resources
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Beginning Teacher Self-Assessment Inventory
In the areas below, please indicate the response for each item that
best matches your concern/need level. Use this inventory with your
mentor to determine some areas for support, identify resources and
set learning goals.
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Preparing for the First Day
Directions:
Check ( ) each item for which you already have a prepared
procedure.
Place an (X) by any item for which you do not have a procedure
but believe you need one.
Highlight those items, which you will teach the students the first
day of class.
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___D. Playground, School grounds ___E. Turning in Work
___E. Lunchroom ___F. Handing Back Assignments
___F. Halls ___G. Getting Back Assignments
___H. Out-of Seat Policies
___I. Consequences for Misbehavior
III. Instructional Activities
___A. Teacher-Student Contacts
___B. Signals for Students’ VI. Other Procedures
Attention
___C. Signals for Teacher’s ___A. Lunch Procedures
Attention ___B. Safety Procedures
___D. Bringing Materials to
School
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VII. Work Requirements X. Grading Procedures
___A. Heading Papers ___A. Determining Grades
___B. Use of Pen or Pencil ___B. Recording Grades
___C. Writing on Back of Paper ___C. Grading Long Assignments
___D. Neatness, Legibility ___D. Keeping Papers, Grades,
Assignments
___E. Incomplete Work ___E. Grading Criteria
___F. Late Work ___F. Contracting for Grades
___G. Missed Work
___H. Due Dates
___I. Make-up Work
___J. Supplies
___K. Coloring or Drawing on Paper
___L. Use of Manuscript or Cursive
(Elem.)
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August
Prior to School:
Meet and welcome your mentee
Present your NTM session - “The Frist Week of School”
Set up specific conference times with your mentee
Discuss Beginning Teacher Self-Assessment Inventory
Informal Sharing of Teaching materials, files, bulletin
board displays, etc.
Check for readiness of texts, equipment, etc.
Clarify record-keeping/management procedures
Share school plant layout, discipline policies, location,
and availability of resources/materials, etc.
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September
Grade book
Progress reports
Substitute folder
October
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Facilitate review of teaching videos and discuss
strategies/applications
November
December
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Provide information/clarification regarding end-of-
course exams, grades and report cards
Celebrate successes
January
February
March
Testing skills
Celebrate success
April
o Classroom inventory
o Summer school
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May
Celebrate successes
reports
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