ften, the most overwhelming aspect of entering the world of teaching concerns the seemingly infinite number of tasks associated with the job. When the mentee seems extremely distressed with his or her workload, a mentor can ask other staff members at the school or district level to volunteer to help relieve some of this stress. Request help personally from individual teachers, or create general sign- up sheets in the faculty lounge or with Google Drive. Faculty and staff members can participate in the following supports for new teachers.

sounds. like you are really | fecling stressed, and T'm so sorry to hear that: Still, please now that whab you are feeling right now is _ completely normal. Nearly all new teachers. experionce what youre fecling—T certainiy did—and it gets better You are still in the survival. phase of the first year, bub it wont last: forever: During our next mecting, lets focus on how you spend. your time each day We can come up with some stratenies for you to get a few hours back and have sone time for yourself: After all, finding « worelife _ balance is critical for you and. can orily help _ your students. Are we still on for our meeting tomorrow during second period?

dditionally, share personal reflections and anecdotes from your own first years as a teacher to help the mentee feel a sense of camaraderie.

elieve some of the pressure and feelings of exhaustion by offering strategies for increasing efficiency and cultivating a work-life balance.

elieve some of the pressure and feelings of exhaustion by offering strategies for increasing efficiency and cultivating a work-life balance.

taying very late after school to work, even after all the other teachers have left the building.

When those we talk with hear what we are saying, when we think together with others about important topics, and when we feel affirmed by those with whom we talk, we usually feel energized. At their best, conversations help us better understand what matters, what we need to do, and why we are the right person for doing what needs to be done—and that usually means we are more enthusiastic about taking on whatever challenge life brings us.

real dialogue is onl ossi i ee ane belief that conversation should be back and shew en we believe that meaning in conversations enn mutually constructed and not top-down, the ialogue is possible.

Lead i ers may feel a reassuring sense of control when they come up wi in i a Oy net Pt with a plan, explain it, and expect others to wirenyouredita comely a plement it. However, a plan means little if it See aU ee i plemented, and when professi i peepee isnt P onals have no voice mest plan and are told what to do, th i Gears motivated to embrace the pl down directives night cata, motivated 0 embrace e plan. Top-down directives might SP UVSi seu Rag tie of a solution, but Deci and Ryan’s work ceo rele Lah are talking with, and suggests such directi ‘ hearted compliance and wr only, at best, lead to half- read yourself It’s th ment needed £ won t inspire the kind of commit- last part that reall * An alt oo real, meaningful change.

[am entering convers d work life conscious of the strategies, and Lam being more authentic in all conversations.”

Professional development schools common goal and four init Vi FIG id fatives Research and Innovation directed at the improvement of student learning and educator effectiveness Flexible, differentiated Professional learning for all educators percully urban Simutta: eacher preparation of eee na = ity an P-12 Student ee Ss Growth and Nails Source: e: CU Denver Program Overview. 151

A challenge for me... is finding quality placements where candidates can see deeper learning in action. That’s one of the dilemmas with growing the residency program. Where do you find good practices where our candidates can observe and do, and if not, where can you find places where teachers can explore what they learned here and start to change practice? That was one of the goals of the residency model—to impact schools.

FTR adds i ir own skills and i to deepening their © ho are committed as teacher educators W that of new teachers:

ooperatin Teac het CI for SI rR are committed educators work- g s ( 8) ; i i ining the next ing i Francisco classrooms and are interested in a g eee ae tion of 5 have successfully established produc generation of teachers. ©P iti ossess strong classroom manage- 7 ‘ ommunities, p . : and caring learning ¢ ntiated student-centered instruction o i i differe t skills, and deliver ney ander ns Francisco neighborhoods that have been traditi . ve - . n srve hemselves as teacher educators, are i , served. CTs see t ar ed to aeep- . . e comfortable making their practice public, and ar ening their own skills as teachers and mentors.

For mentors: learn new technologies, fresh ideas, and strengthen reflective practice.