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SC Mentor Training

SC Mentor Training. DAY 2. training norms. Be present (physically and mentally) Use electronic devices responsibly Ask a question when in doubt Honor the schedule Participate actively. Training outcomes.

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SC Mentor Training

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  1. SC Mentor Training • DAY 2

  2. training norms • Be present (physically and mentally) • Use electronic devices responsibly • Ask a question when in doubt • Honor the schedule • Participate actively

  3. Training outcomes • By the conclusion of Day 2, participants will be able/prepared to do the following: • Identify the needs of beginning teachers  • Compare and contrast the needs of beginning teachers based on their pathwaysto certification • Determine the roles and responsibilities of mentors in response to beginning teacher needs

  4. Training outcomes • Recognize attributes of effective mentoring practices • Understand the components of the four-step mentoring cycle • Understand the specific skills necessary to carry out each step of the mentoring cycle effectively • Apply new learning as they mentor beginning teachers

  5. South CarolinaMentor Training • Day 2: Mentoring Cycle • Module 5: Coaching Dialogue & the Pre-Observation Conference • Module 6: Observation: From Protocol to Practice • Module 7: Post-Observation Data Analysis & Post-Observation Conference • Module 8: Beginning Teacher Learning Opportunities • Module 9: The Full Mentoring Cycle & Training Closure

  6. coaching dialogue & • the pre-observation conference • Section 1: review of the mentoring cycle MODULE 5 • Objectives • Participants will: • Review each step of the mentoring cycle that was introduced on Day 1 • Be prepared to apply this information to new learning and practice that will occur during the remainder of the training

  7. coaching dialogue & the pre-observation conference • Section 2: Coaching dialogue protocol MODULE 5 • Objectives • Participants will: • Understand the importance of coaching • Understand the difference between mentoring conversations and coaching dialogue • Understand the components of the “Coaching Dialogue Protocol” • Be prepared to apply this information to new learning and practice that will occur during the remainder of the training

  8. Coaching

  9. Conversations or Dialogue? Dialogue • Intentional form of professional • communication • Encourages reflection, collaboration, • and growth • Based on mentor coaching the • mentee around professional practice • Deep and challenging work • Conversations • Casual in nature • Used to establish rapport • Helpful during the initiation phase

  10. Coaching dialogue protocol

  11. Coaching dialogue protocol

  12. coaching dialogue & the pre-observation conference • Section 3: Pre-observation conference MODULE 5 • Objectives • Participants will: • Understand the importance of the pre-observation conference • Apply new learning about pre-observation conferences and the “Coaching Dialogue Protocol” during a role play activity

  13. Pre-observation conference guide • PRE-OBSERVATION CONFERENCE GUIDE • Beginning Teacher’s Name__________________________________ • Mentor’s Name____________________________________________ • Conference Date_______________ • Date of Observation _________ Time for Observation:__________ • Mentors should cover these elements in the Pre-Conference Observation.

  14. Pre-observation conference guide

  15. Pre-observation conference guide • Observation Technique • ____ Scripting ____ Charting • ____ Counting ____ Diagramming • I will sit ___________________________________________________

  16. Validate • Validation stems acknowledge planning, goals, and/or focus. Coaching dialogue protocol with pre-observation stems • Language Stems (Suggested & Non-exhaustive) • I appreciate this opportunity to collaborate with you today. • Our goal today is to discuss your upcoming • lesson and/or observation. • How does this lesson relate to previous lessons?

  17. Clarify • Clarification stems are designed to deepen understanding and eliminate confusion. These stems determine areas of need and potential areas of growth. Coaching dialogue protocol with pre-observation stems Language Stems (Suggested & Non-exhaustive) • Share a little about what you want students to know and be able to do at the end of this lesson. • Talk to me about the focus of your lesson. • Talk a little about the instructional strategies that you will use in the lesson. • Tell me what the lesson or unit looks like. • Talk about how you will check for student understanding. • How can I give you feedback after the lesson? • What strategies will you use to engage students?

  18. Stretch & Apply • Stretch and Apply stems move practice forward and establish commitment to next steps. Coaching dialogue protocol with pre-observation stems Language Stems (Suggested & Non-exhaustive) • Talk to me about how you will assess student learning. • Share a little more about how you will know that students have met their goals. • I am curious about how this lesson will lead to the next lesson or unit. • What concerns do you have as you plan for the lesson? • Tell me about the type(s) of feedback that would be useful to you. • Here are a couple of things you might consider trying. • When is a convenient opportunity for us to connect and discuss this observation?

  19. Model Pre-observation conference • Number 1’s: Record any language that validates the beginning teacher. • Number 2’s: Record any language that helps the mentor clarify the beginning teacher’s thoughts or statements. • Number 3’s: Record examples of language designed to help the beginning teacher stretch his/her thinking or apply new learning. • Number 4’s Record any general observations about the structure of the conference, evidence of trust, differentiated mentoring, etc.

  20. M&M Pre-observation conference role play • Each person will assume the role of the mentor and the mentee • Identify a lesson to use as a frame of reference • Record information on the Pre-Observation Conference Guide • Use the Coaching Dialogue Protocol • 5 minute conversations • Feel free to move around the room

  21. M&M Debrief • As the mentor, what challenges did you face? • Why is the pre-observation conference an important element of the mentoring cycle? • What are some other language stems that could be used during the conference?

  22. Observation: from protocol to practice • Section 1: observation Behaviors & Protocols MODULE 6 • Objectives • Participants will: • Identify appropriate observer behaviors and protocols • Understand the importance of utilizing appropriate behaviors and protocols

  23. observation Protocols • What specific behaviors should you exhibit when conducting an observation? • What protocols should you follow? • - entering the classroom • - during the lesson • - exiting the classroom • Do you intervene? • It’s really a matter of professionalism.

  24. Observation: from protocol to practice • Section 2: evidence-gathering strategies MODULE 6 • Objectives • Participants will: • Examine various evidence-gathering techniques that can be utilized during an observation in a mentee’s classroom • Practice one observation technique while viewing a recorded lesson and documenting what is observed

  25. Observation Techniques • Four Data Collection Techniques • Scripting • Counting • Charting • Diagramming • Mentors must be deliberate in their choice of observation techniques.

  26. scripting • Scripting refers to the act of recording verbal communication or actions in written form. • Focused on teacher and student • Extremely versatile technique • Wealth of information collected • Collect evidence, not judgments • Can be difficult • Shorthand • Brings to lightinformation that is difficult to address • Variations • - Selective scripting • - Overview

  27. scripting • Review the sample data collected using scripting as the observation technique. • What do you notice?

  28. counting • Counting refers to the act of keeping a numerical count of the frequency in which an event occurs. • Tally charts • Use for highly specific elements • Best paired with another observation technique

  29. counting • Review the sample data collected using counting as the observation technique. • What do you notice?

  30. charting • Charting is actually a combination of scripting and counting. • Charting requires the observer to keep track of data in at least two categories. • Simple or complex • Attention divided between categories • More categories = Less detail • Data collection charts should be developed in advance

  31. charting • Review the sample data collected using charting as the observation technique. • What do you notice?

  32. diagramming • Diagramming refers to a procedure for tracking patterns in a classroom. • Develop symbols for the data • Use a key to keep track of symbols • Include times • Seating chart required! • Variations • - Verbal Flow • - Movement • - On Task

  33. I

  34. Diagramming • Review the sample data collected using diagramming as the observation technique. • What do you notice?

  35. focus and technique must match • When is scripting an appropriate technique? • What are some examples of data an observer might want to count? • How could you use charting to collect data? • What are some ways you might use diagramming to capture observation data?

  36. Final Thoughts about observation techniques • Combining techniques creates a richer description of practice • Master one technique first • Practice makes perfect • Collect descriptive data not subjective information • Suspend judgment • Match technique to the observation focus • Personalize the techniques • Check for district requirements

  37. Time to Practice • Counting – hand raised/no hand raised • Charting – time log • Diagramming – teacher movement • Scripting – teacher and student commentary • Meet the Teacher!

  38. Observation Debrief • What, in terms of the observation, worked well? • What challenges were presented by the observation technique? • How can the challenges be addressed?

  39. Post-Observation Data analysis & Post-Observation Conference MODULE 7 • Section 1: Protocol for analyzing observation data • Objectives • Participants will: • Understand the importance and process of analyzing observation data for the purpose of providing quality feedback • Apply new learning to practice data analysis using data collected from the video in Module 6

  40. Data analysis • Make sense of what was seen, heard, and experienced • Process of dissecting the information • Review data to identify strengths and areas of growth related to the focus • Make objective notes to use in the post-observation conference • Construct thought-provoking questions that lead to reflection • Identify any topics that cannot be ignored • Beginning teacher should reflect as well

  41. Questions for Data analysis • What are your general impressions about the lesson taught? • Are there any reoccurring patterns, positive or negative? • What occurred in the classroom and when? • How did the instructor differentiate his/her instructional strategies? • Did the instructor demonstrate particular areas of strength as related to the APSs? • Are there areas for potential growth as related to the APSs? • How well did the instructor meet the objectives of the lesson? • What are the major “take-aways” the mentee should glean from the conversation?

  42. Time to Practice • Stack and pack • Move into groups based on dot colors • Use the Questions to Consider During Data Analysis document • Analyze individually first • Share “take-aways” with the group

  43. Data analysis Debrief • Did you see any patterns related to your focus? • Did you notice any particular areas of challenge? • What insight do you hope the mentee will gain from the conference?

  44. Post-Observation Data analysis & Post-Observation Conference MODULE 7 • Section 2: Post-observation conference – providing effective feedback • Objectives • Participants will: • Review the “Coaching Dialogue Protocol” that was introduced in Module 5 • Understand the process of providing effective feedback during the post-observation conference • Understand the characteristics of effective feedback • Apply new learning about providing effective feedback

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