What+the+Mentor+Role+Might+Look+Like

home I Say... This perspective sums up the mentor role very well. As a mentor, I want to help my mentee in any way that I can. This can include giving advice, providing resources and lessons. However, at the same time, it must be remembered that the mentee is a trained professional who wants to feel valued and as if he or she is an equal. And So... As mentors, we need to walk carefully between the role of guide and role of colleague. Our mentees are teachers, just like us and we must balance the two roles in a way that allows them to feel supported and respected. It can be a very delicate balance and is something to be considered as we develop our understanding of the mentor role.
 * //It Says (Maureen)//**
 * //“The Mentoring experience is undoubtedly a challenge. As a mentor, you will be asked to play the dual roles of host and colleague.” (Mentoring Beginning Teachers, pg. 4)//**

I say... We have the task of imparting the knowledge and skills mentees need in order to be successful and to feel as if they have the tools and resources necessary to navigate their first years in a classroom. We also need to help build capacity within the new teacher so that they can eventually be apply this knowledge in their own way. New teachers need to have the opportunity to try many things, make many mistakes, and receive feedback, not evaluation. And so... The role of the mentor has fundamentally changed. We are no longer telling new teachers what to do and how to do it, but are working collaboratively with them to learn and to make mistakes and to try again until they are confident educators who can solve problems and make decisions independently. It truly needs to be a “Side by Side” approach in which we provide descriptive, specific feedback and to help teachers to become reflective practitioners.
 * //It says (Maureen)//**
 * //“We have moved away from thinking that beginning teachers should mimic or copy the methods of experienced teachers. The emphasis is now on new teachers becoming reflective thinkers who explore their own individual teaching styles. “ (Mentoring Beginning Teachers, pg. 9)//**

One tool that might be effective in reflection is the use of a camera. The footage of actual teaching and true reactions from students during the teaching are invaluable during the reflection process. Teachers can assess their own instructional strategies and review all of the students' levels of engagement which can, in turn, help them to modify for future lessons. When a camera is used, teachers maintain control over the footage and they can choose to show this footage or not, depending on the level of feedback they require from their mentor at the time. I think this is one of the most important topics to stress. Mentors need to really understand their role and how it is Side by Side, and learning must occur in a collaborative environment is crucial.


 * //It says... (Maureen)//**
 * //“Effective mentoring, like effective lesson planning, starts long before the bell rings.” Questions to consider include: “How can I help the new teacher learn about the culture of the school? How can I assist the new teacher in developing rapport with the students? What strategies can I make and what approaches can I model for proactive classroom management?” (Mentoring Beginning Teachers, pg. 26)//**

I say... Providing support to your mentee will take many forms. You will provide very practical support such as setting up the classroom, locating resources within the school and helping the new teacher to acclimate to the environment of the school. Beyond these more practical supports will be more fundamental work such as lesson and unit planning and developing classroom management skills.

PERHAPS we could add a tip section to the monograph, or a quick reference section that lays out some things to do in the beginning of the mentoring process???

And so... The work with your mentee should provide support while building capacity and needs to be thoughtfully planned. When mapping out your role as mentor, take time to consider how you will meet the needs of the new teacher and how you will create opportunities to meet and begin to develop a relationship. You need to consider a wide range of possible supports and how they will eventually end with the mentee being able to be more independent moving forward.


 * //It says... (Maureen)//**
 * //“The important function for mentors...is to increase their colleagues effectiveness as problem-solvers and decision makers “ – (Mentoring Matters, pg., 1)//**

Lipton and Wellman also stress the importance of building capacity within the new teacher, rather than simply imparting knowledge and strategies. They have identified three “functions” the mentor should adopt: Offering support, Creating challenge and Facilitating a professional vision.
 * //These functions can operate independently in specific situations, but in the greater context of the relationship, they must be connected. Challenge without support will created anxiety and fear of failure. Support and challenge without vision may leave us wandering on a journey looking only at the ground beneath us rather than at the road ahead.” (Mentoring Matters, pg., 1)//**
 * //These functions can operate independently in specific situations, but in the greater context of the relationship, they must be connected. Challenge without support will created anxiety and fear of failure. Support and challenge without vision may leave us wandering on a journey looking only at the ground beneath us rather than at the road ahead.” (Mentoring Matters, pg., 1)//**

I say... Offering support can include the sharing of resources, ideas and time. Once these supports are in place, creating challenge can involve encouraging the new teacher to try some of these resources and ideas in an environment in which it is okay to make mistakes and there is no fear judgement or reprisal. Through this, we help our mentees move toward an understanding of their own professional vision and an understanding of who they want to be as educators.

And so... A new mentee experiences times when they feel frustrated. This may be a time to provide support and remind the mentee of their vision, rather than creating challenge. When the mentee has had a moment of success, offer ways build in which to build upon that success. In this way, you are providing challenge and support simultaneously. As mentors, we need to simultaneously be providing support, appropriate challenge and helping mentees stay focussed on their vision, even at the most difficult times of the year.


 * (Note: It may be nice to be able to refer to the Calendar of Options (pg. 13-17 in Mentoring Matters). It is a really practical guide to help mentors get started and plan their approach to their role.)**


 * //It says... (Maureen)//**
 * //“A new teacher’s story generally falls between two extremes: emphasizing the rich benefits of community-centered faculty life and bemoaning the difficulties of an isolative faculty culture.”//**

The authors of this article emphasize the need for a new teacher to feel included in the community of the school and to feel as if they are a valued partner with their mentor. Above all, mentees want the opportunity to work //with// their mentees. They recommend sharing ideas, mapping the curriculum together, grading papers together, disciplining together.
 * //“It would have been incredibly helpful to sit down with an experienced teacher to evaluate papers together.”//** What new teachers want from colleagues – Educational Leadership, pg. 46, 47)

I say... The most challenging part of being a mentor is being able to have the difficult conversations we need to have with our mentees in order to impact instructional change. Telling a colleague the best way to do something is never as effective as showing them or helping them to develop their own understanding.

And so... Sitting down with your mentee to navigate the curriculum and assessment and evaluation in a collaborative way allows the mentor to build the mentee’s capacity with problem-solving and decision making, and is a means of offering support, creating challenge and facilitating a professional vision


 * It Says: **

“One reason that the first year often gets such bad reviews may be the fact that teaching is such a complex art. .. teaching well not only requires subject matter expertise, pedagogical skills, and an understanding of student psychology, but it also demands the ability to keenly observe and respond to what each of 30 students is doing, saying, and meaning—individually and collectively. With little time to reflect before needing to act, teachers must master a performance art and the multi-tasker's dream job. No matter the preparation they have, you can see why someone might not be able to perfect all that in the first year.”

Source: May 2012 | Volume **69** | Number **8** **Supporting Beginning Teachers** Pages 7-7 // Marge Scherer //
 * Rewriting Survivor **


 * // I Say: //**

A TPA is a very real part of teaching in the first couple of years; I have many years teaching experience and it is a daunting thing for me to go through! How can we help mentors with the thinking around supporting new teachers as they prepare for TPAs and the day to day experiences in the classroom. I also think it is important for the mentor to acknowledge that teaching is a complex art form with the mentee.

I think a few things would help here: Encourage mentors to help mentees to develop realistic SMART goals Mentors can talk to the mentee about success criteria/ things they might look for to gauge how well things are going in a few key areas – classroom management, instruction, assessment, communicating with parents/ guardians. (maybe they could work on a different area each time they touch base. By developing these success criteria together, both mentor and mentee have a third point to direct future reflection on how well things are going.
 * And so… **

With regard to the complex art form, the use of look fors/ success criteria will also help develop an awareness of when mentee is developing her/his skills as a teacher.


 * //It says: (Nica)//**
 * //“An age difference of eight to fifteen years is recommended so that the mentor is viewed as experienced. The age difference may be important even for nontraditional beginning teachers. “ ( Mentoring Beginning Teachers, pg. 12)//**

I say: A mentoring relationship is a very important one, but also a very delicate one. There must be enough experience from the mentor that the mentee can view the information and advice/guidance from the mentor as solid and valid. As the mentee has certain experiences and seeks guidance or coaching, they want to feel secure that there is enough experience behind the support that is coming from the mentor. Further, all teachers need to develop their own skills and strengths and within the first 5 to 8 years teachers require this time to do so. It is not fair to impose a mentoring assignment when they still require time to develop their own selves as teachers.

And so: We must ensure that the role of the mentor is not just a task that is assigned to anyone in a school. It is a very important role and one that must be given careful consideration as to who is best suited, but also who has enough experience to fulfill this position. It is often the case where a mentor is just hap hazardously chosen because it was something that needed to be done and checked off a list by already overworked administrators.


 * //It says: (Nica)//**
 * //“We have observed many mixed-gender mentoring relationships that have been extremely successful. More than age, gender or any other factor, individual personalities are the key to creating and sustaining effective professional relationships”. (Mentoring Beginning Teachers, pg.14)//**

I say: There are many factors to consider when choosing mentor/mentee pairings. Although there are many factors, the main factor should be personality. If personalities do not compliment each other/ or are not compatible, then there will be no basis for a relationship.

And so: The onis gets placed on administrators to know the staff and how best to pair/match mentor/mentees based on personalities and style. It would be very difficult to match two teachers who do not share similar personalities. There should be some training for administrators in order to help choose appropriate mentor/mentee pairings. Perhaps having administrators participate in the training of mentors, or section on the monograph just for administrators???


 * //It says: (Nica)//**
 * //“mentors can coach beginning teachers to connect theory with practice. Arthur Costa and Rober Garmston (2002) advocate “cognitive coaching” as a way for// teachers to become conscious of their own teaching practices and philosophies”. (Mentoring beginning Teachers, pg. 37)**

I say: Mentors have the unique position of working alongside a beginning teacher and help them find themselves as teachers. Their role is to help the beginning teacher think about teaching and how students learn. Mentors help a beginning teaher define who they are as a teacher and what they believe in, what philosophy of teaching they embody, by providing them with tools in order to achieve this. The mentor helps guide the beginning teacher and provides them with the tools to self-discover through discussions, conversations and cognitive coaching.

And so: As a mentor, it is important to have the tools and the training to be able to help a new teacher feel comfortable about teaching, about themselves and to be able to ask those hard defining questions that will lead them to discovering who they are as a teacher, while at the same time, working collaboratively on a team.


 * //It says: (Nica)//**
 * //“Effective mentoring requires a philosophy that encourages questioning, recognizes territoriality and models continual learning”( mentoring Beginning Teachers, pg. 38)//**

I say: Being a mentor allows a teacher to learn about who they are and to be introspective. Training and support provided by Side by Side allows the mentor to gain valuable insight into who they are as teachers and to develop into effective mentors. Effective mentoring only happens with practice and a willingness to embark on the journey with a positive outlook and a willingness to work collaboratively with others.

And so: Training for mentors along with support and resources will provide for effective mentoring but also enable further learning for the mentor to develop their own teaching and learning while at the same time encouraging and guiding a new teacher. This dual learning not only strengthens the mentor mentee relationship, but also allows for the mentee to observe the continuous learning that takes place for the mentor. It encourages a cycle of learning in a collaborative and safe environment with feedback, questions, exploration and conversation.


 * //It says: (Nica)//**
 * //“Mentoring conversations occasionally venture into psychological territory by discussing family issues or romantic relationships. We have found that …..We encourage you to treat mentoring as a professional relationship” (Mentoring Beginning Teachers, pg.39)//**

I say: When working closely with another person, we tend to find ourselves become invested in that person and conversations become easier. Often, the conversations move into personal issues as the mentee may feel comfortable to share all aspects of their lives with you. Although this comfort is a great relationship builder for the mentoring, we have to be careful when engaging in conversations not to allow personal issues to become the main source of dialogue. This is dangerous as sometimes we may view eachother in some instances in a negative light.

And so: As mentors, we need to ensure that all discussions are professional and non-judgemental. It is very easy to transition into a “friendship” type of relationship, we need to ensure that boundaries are set and adhered to in order to make sure that mentoring relationship is not tainted or affected by personal issues. This would require effective training in setting boundaries and understanding of the role of mentor.


 * //It says: (Nica)//**
 * //“What is critical when defining roles is to establish the mentor as a nonevaluator—a person whose sole purpose is to support, enhance and encourage new colleagues to improve and thrive in a school setting.” (Mentoring beginning Teachers, pg.132)//**

I say: This is very important when developing the relationship and beginning as a mentor. Many times, mentees may feel as though their “short-comings” or their lack of knowledge in a certain area, or the unsuccessful lesson delivered, will result in some type of reprimand. Mentors have to be clear in defining their role and work toward establishing one of trust and safeness.

And so: Mentors need to be cognizant of the type of language, both verbal and non-verbal, they use in conversation so that it does not sound evaluative. They must ensure that they are clear in articulating their role and responsibility as a mentor and how it is to have a trusting relationship and to ultimately lead to improved instruction. In the book Mentoring Matters, the use of language and how to converse and paraphrase, pg. 49 -54, 55 are useful and should be stressed to mentors in their training. (non-evaluative verbal language)

I**//t says: (Nica)//** I say: Mentors need to understand their role completely. It is a very important role and one that will be valuable and enriching to both participants. It is crucial that the mentor understands that their main role is to build capacity for the mentee, increasing their effectiveness as problem solvers and decision makers.
 * //A central component in a learning-focused mentoring program is a clear understanding of the respective role and responsibilities of each participant” (Mentoring Matters, pg.1)//**

And so: The mentor must balance the three functions of offering support, creating challenge and facilitating a professional vision. This must be done in order to be effective and to ensure that the mentee has the ability to develop as a teacher. Training and resources through the Side by Side program will support the mentor through this and to build their own understanding of their role.


 * //It says: (Nica)//**
 * //“Effective induction requires high-quality mentoring and a supportive school environment, tailored to fit new teachers’ individual needs” (Educational Leadership, pg/ 54)//**

I say: Mentors need to be chosen based on skill and experience but also require on-going training and support in order to be able to meet new teachers’ needs. They need to be trained to know how to develop a conversation, how to work with adults, how to ask important questions and how to paraphrase. These skills are not automatic and with continued support will lead to improvement for the new teacher.

And so: There must be additional time allotted to the development of the mentor and to the time allotted for the mentoring to occur within school hours. The use of release time must be valued and supported by administration and others within a school in order to ensure success for the new teacher and the mentoring program.

When mentors have no training, lack clear goals and expectations, and have little or no time to do the work, they may add to new teachers’ feelings of discouragement, isolation, and even cynicism. (Breays & Wong, 2003; Johnson, 2004) source : “Beyond Solo Teaching”, Sharon Feiman-Nemser, //Educational Leadership//, May 2012 Being a mentor is an responsibility and an opportunity that should not be entered into lightly. In Peel there are many professional learning sessions opportunities which mentors can take on their own and with their mentee.
 * It Says… (Deb)**
 * I Say…**

Being a mentor is an opportunity for personal professional growth for both the mentor and mentee. Mentors can find out what is available for them and their mentees by subscribing to My Learning Plan updates linked to the Side by Side program. Each mentor has access to _ days to use for co-learning opportunities with their mentee, in addition to a variety of other professional learning sessions they can take with other mentors in PDSB. Past offerings have included //3 day Mentor Training// with professional facilitator, Bruce Wellman, //Having Hard Conversations//, with Jennifer Abrams, and Training for //Instructional Coaching// with Jim Knight. Perhaps on the monograph there could be a section that outlines the learning opportunities, where to look for them and how to access them???
 * And so…**