Tutor Teacher Programme (Workshop 2 - Twilight Session)

Venue: Conference Room ULS, 144 Knighton Road, University of Waikato, Hamilton, New Zealand

Facilitator: Sharon Ross

Provider: Institute of Professional Learning - The University of Waikato, Hamilton, New Zealand

Seven Blind Mice (Ed Young)

What messages are here? i.e. know the big picture, don't just jump in, know the whole person

It is all a matter of perspective!

How might I be more aware of another's perspective?

How does my perspective impact on what I think, say, do...?

Discussion: Think about the learning with Sarah (PCT)

- share successes and celebrations

Why did these happen? What made them become celebrations / successes?

Moving on... Difficult Conversation

So.... What challenges am I encountering?

What makes them challenges?

What have you tried? Where to next?

Learning Talk  - Joan Dalton

Tip the thinking to... Important Conversation

If its important, then its important to have the conversation

Teachers trust leaders on the basis of watching them how they do their work and how they interact with others.

Education is a team business!

Feedback must cause thinking to occur... its the start of a conversation.

Using evidence and being specific...

I noticed... I watched... I heard... I saw... I noted... I observed..

Professional Conversations & Improvement-Focused Feedback

What? - Professional Conversations & Improvement-Focused Feedback

Video Resources From Induction & Mentoring Workshops

What? - Video Resources From Induction & Mentoring Workshops

These videos were first developed in 2011 for a national programme of workshops for professional leaders and mentor teachers.

The resources were designed to familiarise workshop attendees with the Guidelines and are still relevant to mentor teachers and professional leaders – they will help me think about what high quality induction and mentoring looks like in practice, and how mentor teachers can be supported to develop the skills they need to be effective.

'Professional Learning Journeys' featuring pilot directors and mentor teachers involved in the national pilot programme.

Teachers Council Professional Learning Journeys - Induction and Mentoring Guidelines from Education Council on Vimeo.

'Triangulated Mentoring Conversation' role-play featuring facilitator Nicky Dowling, and Louise Green, Aimee Dimery and Rebecca Hale of the North West Network Learning Community.

Triangulated mentoring conversation from Education Council on Vimeo.

Mentoring the Next Generation - What does it take?

What? - Mentoring the Next Generation - What does it take?

Supporting Resources for the Guidelines for Induction and Mentoring and Mentor Teachers

To celebrate World Teachers' Day 2010, the Council hosted a two day conference in Wellington to present findings from the Guidelines pilots. The programme also featured a keynote address by Professor Marilyn Cochran-Smith of Boston College's Lynch School of Education, and workshops for delegates to explore aspects of the pilots in depth.

Mentoring - A conversation with Professor Sharon Feiman-Nemser

What? - Mentoring - A conversation with Professor Sharon Feiman-Nemser

Resources to support the Guidelines for Induction and Mentoring and Mentor Teachers.

Mentoring - a conversation with Professor Sharon Feiman-Nemser from Education Council on Vimeo.

Tutor Teacher Programme (Workshop 1)

Tutor Teacher Programme (Workshop 1)

Venue: Conference Room ULS, 144 Knighton Road, University of Waikato, Hamilton, New Zealand

Facilitator: Sharon Ross

Provider: Institute of Professional Learning - The University of Waikato, Hamilton, New Zealand

Key Areas Covered:

- What are the roles and requirements or both the Tutor Teacher and PRT?

- Exploring the handbook: Guidelines for Induction & Mentoring and Mentor Teachers from NZ Teachers Council

- How to develop and maintain an effective induction programme in your setting - including carrying out observations, providing effective feedback and having learning conversations

- What evidence to collect and how

- Establishing networks to support me in my role as Tutor Teacher

Notes:

Activity 1 - Table Talk - Successes, concerns & questions

Activity 2 - Practising Teacher Criteria 2015 (use to be the Registered Teacher Criteria)

- Introduction (Except for the name... they are the same)

Possible sources of evidence include:

Observation: Formal observations of teaching or aspects of teaching with structured feedback and next steps are discussed with the teacher and are documented.

Discussion: Includes follow up to observations; appraisal meetings; structured mentoring conversations and critical self-reflection.

Documentation: Collections of evidence could include reflective journals of teaching practice; records of planning for teaching and learning; assessment records including reflective analysis of learners' assessment information; appraisal records; records of professional development; teacher's inquiry; teachers' self-review.

Be in charge of your own evidence!

FAQ - Induction of Provisionally Certified Teacher's (PCT's)

Note: Use 'release' time to reflect on your practice - Make an appointment with yourself!

High Quality Induction = Comprehensive, educative, evaluative

High Quality Mentoring = Relationship-based, educative mentoring, resources, recognised!

Activity 3 - Roles & Requirements of Mentor Teachers

"Because teaching is a new experience every time you walk into a classroom, good teachers build a repertoire of strategies and tools that they can use when they need them. Good mentors share their tools with their proteges and help them build their own repertoire"

Activity 4 - Developing & maintaining an effective induction programme in your setting

Support & Guidance

- Suited to my PCT's needs

- Changes as their needs change

- Guidelines p. 24-27

A mentor teacher guide p. 10 & 11 (Top Tips for working with mentored teachers)

Supporting, guiding and mentoring a provisionally certified teacher (Sharon Ross)

Observations
- Focus of observation - what? why/ how? when? who? where?
- Observation templates - A mentor teacher guide p. 20-22

- "Observe the path of teaching" - A mentor teacher guide p. 15
- Meeting to share & discuss information collected, co-construct next step actions (part of the inquiry process)
- Reflective questions - Handout & A mentor teacher guide p.16

- Observe other teachers

Effective Feedback
- "affirms, informs, and guides future learning" (Effective Literacy Practice, MOE 2003 p84, MOE 2006 p. 86)
- Constructive
- Based on evidence - data, planning...
- "Causes thinking to occur"
- Keep as evidence
- "Feedback is the beginning of a conversation rather than the end"

Activity 5 - Learning Conversations

Developing trust

Being present

Listening actively

Clarifying

Being succinct

Suspending judgement

Activity 6 - Listening Activity

Activity 6 - Keeping Records

Guidelines for inductions and mentoring p. 9

- activities that occur as part of the induction programme, the feedback and support that has been provided to the PCT, and the PCT's own reflection and learning

- evidence of the PCT's progress towards meeting the Practicing Teacher Criteria

Practising Teacher Criteria p. 6

A mentor teacher guide p.14

Examples of blogs

- traintheteacher.me

- PTC Portfolio Site

Activity 7 - Induction & mentoring in my setting (An analysis of needs)

Tutor Teacher Reflection / Self-Assessment

Where to from here?

- Set up a time for Sarah & Hayley to meet regularly

VIT - A reflective guide to metoring & being a teacher-mentor

What? - A reflective guide to metoring & being a teacher-mentor (VIT)

VIT - Supporting Provisionally Registered Teachers

What? - Supporting Provisionally Registered Teachers - A guide to the evidence-based process for full registration