TAPP Mentor Training for Year IC andidates by f8gPN2bN


									TAPP Mentor Training
      Presented by
   Middle Georgia RESA
Activating Strategy
        Think about…

What do you already know about
“How well I remember my first day of
  teaching…I felt so unprepared! What
  I really wanted was a mentor—
  someone who would help me if I made
  mistakes, or better yet, to give me
  tips so that I wouldn’t make the
  mistakes in the first place.”
The Phases of First-Year
•   Anticipation
•   Survival
•   Disillusionment
•   Rejuvenation
•   Reflection
   Relationship Building
• Create an environment that includes
  mutual trust, honesty, respect and a
  willingness to work together.
• Be sensitive to the beginning
  teacher’s concerns.
• Be enthusiastic towards teaching.
• Be willing to invest the time!
• Healthy mentoring relationships are
  professional in nature and are
  evolutionary rather than static.
• The purpose of the relationship is to
  enable the new teacher to acquire
  new knowledge, skill and standards of
  professional competence.
        A Mentor Is…
• One who helps teachers to recognize what
  they know and can do.
• One who assists teachers as they
  strengthen their ability to make more
  effective use of what they know and do.
• One who supports teachers as they learn
  and do more.
     A Mentor Is Not…
• A supervisor
• One who ensures that teachers meet
  requirements of their positions at a
  satisfactory level and continue to do
  so over time
The Critical Qualities of
       a Mentor
• EXPERTISE - content area, teaching
  strategies, differentiation, special ed
  modifications, etc.
• TRUST – of teachers and administrators.
• FACILITATOR – of dialogue and team
  work, assessing teacher needs, providing
  support and feedback, etc.
•   Smile
•   Open stance/body posture
•   Forward Lean
•   Tone
•   Eye Contact
•   Nods
•   Physical setting
    Conferencing Skills
• Conferencing is the heart of
• Mentors do most of their work
  through meeting and talking with
  beginning teachers.
• Mentors actively listen and provide
  non-judgmental feedback.
• TAPP Intern provides the focus of
  the conference unless a specific
  event is to be discussed.
• Problem solving occurs when the
  intern offers alternatives and ideas.
 Six Stages of Listening
     and Questioning
• Stage 1 – Door Openers – indicate you
  desire a two-way conversation.
• Stage 2 – Passive Listening – bite your lip
  and listen.
• Stage 3 – Acknowledgement Responses –
  Eye contact, nodding, comments like, “I
  hear you” and “I understand.”
• Stage 4 – Active Listening – responses give
  evidence you are listening.
• Stage 5 – Closing the Gap – Identify
  differences in your perception and intern’s
• Stage 6 – Concluding the Discussion –
  Create a framework for next steps,
  summarize conclusions, set date, time, and
  location for follow-up discussion.
 Observation Techniques
• Overview and Scripting – write down only
  facts, not opinions.
• Selective Verbatim – write down
  teacher/student talk, reward and praise,
  directions, etc.
• Verbal Flow – use a seating chart to track
  when the teacher speaks to a student or
  when a student speaks to another student.
 Observation Techniques
• At Task – Use a seating chart to
  track “on-task” behavior. A=At Task,
  B=Stalling, C=School work other than
  requested, D=Out of seat, E=Talking
  to others.
 Observation Techniques
• Sampling – Prepare a chart showing a
  column for time in four minute
  intervals and column for behaviors.
  Record the primary behavior by
  teacher or student. P=Presenting,
  O=Observing, M=Managing,
  H=Helping, I=Individualized
 Observation Techniques
• Tally Marks – Create a chart showing various
  -interaction w/teacher initiated by students
  -praise statements
  -students called on with or without hand raised.
• Place a tally mark under the appropriate category.
• Class Traffic – use a seating chart to show
  teacher and student movement.

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