evelopmentally rounded teachers learn to help students develop the $o- g cial and en 1otional skills habits, and mind-sets they need to be successful ? g g Cc TS
I couldn't agree with this quote more. There is so much more to teaching than just academics. Students need to be taught how to develop social emotional skills as well.
nformal Survey Questions for Seeking Out Feedback * What are some aspects of —__ (€.9., our work together, my coaching, our professional devel initi , opment initiative, my teachin ! ership, our feedback processes) that are working well ae =f ae What, if anything, are some aspects of helpful to you? ° Is there anything you suggest, wish for, wonder could make __ to you? * Do you have any additional comments or su be helpful for me to understand?
I really like these questions. I feel that feedback should not just be given to teacher candidates by mentor teachers but it should also be done the other way around.
collaborative interaction involves shared analysis, problem-solving, decision-making and reflection.
I agree. True collaboration is where both people are equally involved in the decision making process and problem solving process. I feel that my TC and I have come to a place where we are collaborating well.
the objectives of the lesson or unit. * what the teacher does during the instruction. * what students do during instruction.
I think these three things are important to keep in mind while giving your TC feedback. Ideally there should be more student voice being heard than teacher voice in the lesson.
The three feedback questions work at four levels of feedback - and the four levels Or p P + ce, hr ugh pr ficient, to competent.
These four levels of feedback help to think deeper about how to give and receive feedback.
posting and sharing the recorded lessons with the intern for his/ her review
This would be so helpful for my student teacher. I know watching yourself teach can be uncomfortable but it does help you understand what is working and what is not.
Reflection encourages members of each teac ing eon aoa toe how they are progressing, panel _ a iene i i on Jearn to shape future choices and actions.
Reflection is so important to improve your practice as a teacher. No matter how many years one has been teaching, there is always something that be changed or improved.
While student-centered coaching focuses on student performance, teacher-centered coaching is framed by the theory that if we develop the technical expertise of teachers, then student achievement will increase as well. The focus is on guiding teachers to use a specific program or set of instructional practices. It often blurs the lines between coach and evalua-tor, because the emphasis is on "getting people to do things," which often creates distrust and resistance among teachers
Student centered coaching is a lot more meaningful than teacher centered coaching. Student work is looked versus just telling teachers to change how they teach.
tudents who have had less experience with an area, a field, or a do- main will need more scaffolding than those students who have had more experience with that field or domain.
True. It is important to build background knowledge.
Teacher modeling should provide students with examples of the thinking and language required to be successful
Modeling is so important. Students learn best when a task is modeled for them.
these relationships are intended to be nonjudgmental and confidential, they create a low-stakes environment where teachers feel safe to speak honestly about how the dynamics of identity play out in their classrooms.
This is so important. Teachers should have a safe space where they can express themselves without judgement.
director refused to allow extra time to include a transla-tor.
This is unbelievable and totally unacceptable.
The Explicit Teaching eee
This model of teaching is so effective because it takes the guesswork out of teaching and learning. Students are taught in an explicit and systematic way.
Tells jokes and smile . akes changes in
Having a good sense of humor is so important. Thinking back to when I was a student, I definitely connected more with teachers who had a good sense of humor and weren't serious all the time.
he first is that the teacher and coach plan together, even if the coach is conducting a demonstration lesson.
I have found this to be the most beneficial. Whenever I plan with my instructional coach, I find that I have a better understanding of the lesson and the standards that it is covering.
Provide opportunities to observe and discuss effective teaching.
It is so beneficial to observe effective teaching. I am a visual learner. I do much better at something when I watch someone else do it first.
However, as beginning teach- ers settle into their teaching roles, mentors must provide high-quality instructional support.
I honestly never thought of this before but it makes so much sense. We should not entirely focus on providing emotional support. New teachers need just as much or sometimes even more support with instruction.
Effective teachers set clear goals for their instruction, and identify specific systems for monitoring their achievement.
So important to set goals and then figure out ways to achieve and monitor this goal.
eep track of the mentee’s general areas of success, as well as spe- cific achievements, and then celebrate them together to give the mentee a sense of progress.
This is so important. Small wins happen daily and they need to be acknowledged.
Once it becomes clear how a mentee feels, provide reassurance that his or her feelings are normal and will not last forever.
This would have been so helpful coming from someone who has also been in those shoes.
t this phase, a mentor can be a lifesaver. Relieve some of the pressure and feelings of exhaustion by offering strategies for increasing efficiency and cultivating a work-life balance.
I did not have a mentor after I graduated college and started working. I was very overwhelmed and felt like I had no one to support/guide me through this journey.
staying very late after school to work, even after all the other teachers have left the building. Beginning teachers may also spend Friday nights and Saturdays in their classrooms, trying to prepare effective lesson plans, catch up on grading and progress reports, and keep up with a flood of emails from parents and colleagues. They might even begin to have second thoughts about becoming a teacher and wonder how they will ever make it to the end of the school year.
I remember this being the case with me as well my first year. I would stay very late each day and even come in on the weekends. I felt like I was drowning in work and couldn't catch up no matter what I did.
W Oo to collaborate and welcome a
I agree. No matter how many years a teacher has taught, there is always something that they can learn and grow from.
Time away with family and friends reminds new teachers of their life outside of the classroom. Rest and relaxation re-energizes body and soul.
This is so needed in order to make the job sustainable, otherwise burnout will happen.
he realities of the day-to-day work of the classroom soon bear down upon new teachers. They are faced with many different problems for the first time and have few of the routines and tricks-of-the-trade in their repertoires that help veteran teachers conserve time and energy.
So true. Teachers face the realities of teaching when they step foot in the classroom. I feel like I got a slight glimpse of it when I was student teaching but I really felt this when I had a classroom of my own. There were so many days where I felt like I was in that "survival" phase and couldn't last a day longer.
These studies identify concerns about students; controlling and managing, motivating, evaluating, and differentiating instruction. They also point to concerns about managing time; for planning, scheduling, completing work load and balancing personal and professional life.
When I first became a teacher, these were my main concerns as well. Classroom management can be very challenging especially when you have students of all different backgrounds and needs. I also found myself staying way past contract hours and taking work home to complete lesson planning just for the next day. With time these things get better though.
Offering support * Creating challenge * Facilitating a professional vision
This is a great framework to guide a mentor's work.
The most important function for mentors is to embrace a growth orientation, understanding that the work is to increase their colleague’s effectiveness as professional problem-solvers and decision-makers.
I totally agree with this. Mentors should have a growth mindset and make sure that they are helping their mentee become a more effective educator.
Mentors check in frequently with their mentees, especially in the early days and weeks of a new position, to address their questions or unmet needs
When I was a student teacher, I really used to appreciate when my mentor was checking in on my frequently. I knew that I was not alone in this journey.
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This chart is helpful!
As mentors, coaches provide the moral, emotional, and psychological support new professionals need so that they gain confi- dence and efficacy and a sense of belonging within a professional community.
It is so important to provide support to teachers who are just starting out in the profession. Teaching can be a very overwhelming and isolating experience if support is not providede