#OHEdChat was started by an ad hoc group of Ohio educators and other interested people. For information and updates about the chat, visit https://ohedchat.wordpress.com/
Robert, special educator. I was a mentor in my former district prior to moving to NE Ohio. I found it to be one of the most important and exciting tasks! #ohedchat
Tricia Ebner, gifted coordinator in NE Ohio who was once a beginning teacher and later became a mentor! Looking forward to learning with everyone tonight. #ohedchat
A1: A mentor must be a good communicator and listener. Open dialogue and feedback are so critical, so one must be effective at both. A sense of humor and calm demeanor is important - being a new teacher is hard and stressful. But, as always, build that relationship! #ohedchat
Hey everyone! This is my first #ohedchat and I'm eager to learn. I'm currently a grad student at Kent State pursuing a teaching degree in physical sciences.
#ohedchat A1: One thing I look for in a mentor is understanding. To be able to confide in someone and them be understanding of your situation is very comforting.
A1: Personally, I look for someone who not only shares my educational philosophy, but also someone who I know will challenge me to improve my practice #ohedchat
It's definitely comforting to have that person listening and understanding. That understanding helps the mentor know how best to guide the new teacher in the next steps. #ohedchat
Absolutely! I have always sought a mentor--not just my first year or two or three, but in year 15, 16, 17. I need that thought partner who can help me continue refining and strengthening my practice. #ohedchat
A1: What I've looked for in mentors is someone that is supportive and knowledgeable. I appreciate when they can give constructive feedback that's very clear in direction. There also needs to be a shared respect #ohedchat
A1: Robin - IL, I look for a “thought partner”. A person who pushes me to “uncomfortable places” to challenge me to continue to have a #growthmindset. @KelleyBudd@lrcthies#ohedchat
A2: in Bay Village, our first year resident educators participate in weekly meetings with their mentor. The meetings are tailored to the RE’s needs (based on discussions and observations) #ohedchat
A2: Focused mentoring is a combination of: 1. Helping the new T with their goals and self id’d learning edges and 2. Constructive feedback and coaching based on conversation and observations. It must be purposeful and goal oriented. #ohedchat
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A2: approaching your support with confidence...being aware that mistakes will occur but being ready to find out how to learn from them. They also need to be ready to listen. #ohedchat
A2: I think it is important to do some laying of the groundwork with Ts who will help provide focused mentoring - set expectations, provide some strategies for pushing the learning of the new T #ohedchat
A2: Focused mentoring must be tailored to the specific needs of the new teacher. Maybe it’s focused on classroom management, or content pacing, or something else. Mentors need to be in tune with the needs of the new teacher. #ohedchat
It can be during common planning time but often it doesn’t work out that way and is separate. The final requirement is focused mentoring templates, but it’s open-ended enough to be tailored to each RE #Ohedchat
Wholeheartedly agree, but it’s a two way street. We, as mentors, must be willing and able to listen. Some of my best moments came from simply being a sounding board. It helps both the mentee and mentor: forces me to grow and expand my thoughts. #ohedchat
A2: There is so much going on in those early days . . . focused mentoring helps clear away some of the "static" to get to the heart of what teaching is. #ohedchat
A2 Focused mentoring is meeting the new T’s needs. Make it purposeful to helping the T grow and help the new T through what can often be a stressful time - the first year of teaching! #OHedchat
A1: In a mentor, I always look for someone who can inspire to be the person that I want to be, and to push me into a zone and mindset that I can’t get to on my own. Confidence means everything, and inspiring it is so important. #ohedchat
A2: I believe focused mentoring can take a lot of forms, but it helped me most when I've been allowed to test my own feet first. My cooperating teacher always gives me the opportunity to try before making comments, if I fail, its ok. We move on as a team from there. #ohedchat
The stress pieces is a whole additional layer to first year mentoring - hard to focus on the focused mentoring opportunities when the new T is also trying to manage instructional planning, keeping up with a team etc. #Ohedchat
A2: Year 2 is a great year to set concrete goals. You know what you could improve upon after year 1. Mentors should help create goals and plans for follow through #ohedchat
Thanks for sharing that perspective Matt - so much learning is about having multiple attempts to refine your own thinking and practice - with feedback. #OHedchat
A2: I always think of year 2 as the beginning of ownership, starting to transition from "managing" to "directing." Tailoring mentoring to help support a teacher in making that transition is key. #ohedchat
Bryce Zhang, Mandarin Teacher. Coming from a different background, I had to overcome linguistic and cultural barriers. It was not an easy path, but I’m grateful that I have an awesome mentor who helps me and empowers me to be a better educator. #Ohedchat
A3: Continue support, mentoring to answer questions & support new teacher. The 2nd year questions will be different than 1st year. Not a newbie...but still “green!” #ohedchat
A3: it’s all about what they NEED. Set goals with the teacher around what they feel they need, but also to further their year 1 growth. Empower them to try new things, stretch themselves. Failure is okay, but help them rebound and learn along the way #ohedchat
I agree! I also think as mentors, we may need to encourage our new teachers to look again at some of those challenges from the first year. How has a year's experience changed our perceptions and perspectives? #ohedchat
A3- year 2 can be a time to redefine things. You can begin to set goals that are more specific then the goals might have been in year one- which is more oriented on survival. #OHedchat
A3: Year two teachers should focus on refining their craft. Use that year to begin the process of continually getting better. My former principal (now retired) used to say: End your career with 30 years of experience; don’t replay your first year 30 times. #ohedchat
A3: A lot of research points to the 3rd year of teaching as the "make or break" point for new teachers. Putting that extra time into ensuring their year 2 experience builds up their "teach toolbox" launches them into year 3 with a solid mentor partnership #ohedchat
A3: learn what their specific concerns are...build off of them and guide them to where they need to be. Outside perspectives help Ts see more than what they believe they can achieve. Year 2 needs to further lead them. #ohedchat
What good advice. Hattie's research shows teachers talking with other teachers about effective teaching...no matter what the grade or content area...has a significant impact on student learning....and will impact teacher learning too! #Ohedchathttps://t.co/PjloErfc7l
A3: Year two teachers should focus on refining their craft. Use that year to begin the process of continually getting better. My former principal (now retired) used to say: End your career with 30 years of experience; don’t replay your first year 30 times. #ohedchat
A4: I think "unofficial" mentors are in that role because they are willing and able to support other teachers, even when not formally appointed to the role. Maybe it's more a matter of supporting that kind of thing by removing barriers. #ohedchat
A4: It goes beyond an official capacity. It’s building culture and capacity in your school and self. Mentors must be empowered as leaders. It cannot be a forced relationship, but a culture that is cultivated among peers #OHedchat
A4: This goes back to the culture of the building. Every teacher should be mentoring the new staff members, regardless of official title. If the veteran teachers aren’t willing to help voluntarily, there are much deeper problems at play. We’re all in this together. #ohedchat
A4: I think "unofficial" mentors are in that role because they are willing and able to support other teachers, even when not formally appointed to the role. Maybe it's more a matter of supporting that kind of thing by removing barriers. #ohedchat
A4: I am always looking for ways to provide support and learning for mentors too - would be nice to have a "collective" of mentors who can serve as the support network for the mentor Ts who are active that year in the RE program #ohedchat
Reflection was a big part of my year 3! It started to feel a little less chaotic which left me with more time and energy to think about and refine my practices #ohedchat
There were times as a mentor when the lead mentor would call for a "mentors-only" meeting, as a time to collaborate about some of the challenges we were facing in supporting our new teachers. It was a circle of trust kind of time. #ohedchat
A3: Start asking all the experienced Ts you work with what their most effective teaching practice /strategy has been. Read Carol Ann Tomlinson's work on Formative Assessment Practices. Keep a reflection journal to remind yourself of your own learning & success #OHedchat
A4: When we have been in education for awhile, we can take things for granted. Whether we are a mentor or not...Be Kind, Mentor...whether its your official job or not! #ohedchat
A5: Reflect yourself with them. We model for our students - why not our colleagues? Ask good questions, but not just to them, but about both or everyone. #OHedchat
A5: Modeling reflection--if the new teacher comes and observes the mentor's class, afterwards, the mentor might start the discussion with reflection over the lesson. #ohedchat
A5 (continued): Videotaping is a huge help, too. It's a bit intimidating at first, but it's a great way to see yourself in action--and a wonderful tool to use in reflection. #ohedchat
A5: Have honest conversations about your own practice. Allow the new teacher to have a true collaborative interaction. Saying things like, “This lesson I just taught did not work well...what do YOU think went wrong?” allows the new teacher to problem solve. #ohedchat
A5 I would often record a video of the new T. This was a way we could sit together discuss what was working and what might need some tweaking. I would also find time to have the T go into other classrooms. #OHedchat
A5: Reflect yourself with them. We model for our students - why not our colleagues? Ask good questions, but not just to them, but about both or everyone. #OHedchat
A5: One thing that encourages me to reflect as a new teacher is getting a lot of feedback and questions. Receiving thoughts from others help motivate me to think deeply myself. #ohedchat
I like starting a day or week with a goal and reflecting on it after! I will recommend your journal idea to my REs, it would help keep things in perspective #OHedchat
A5: One thing that encourages me to reflect as a new teacher is getting a lot of feedback and questions. Receiving thoughts from others help motivate me to think deeply myself. #ohedchat
A5. Mark is suggesting a proven strategy. The more immediate the feedback the more learning occurs. Students believe they learn more when given too when they are given immediate personalized feedback. #ohedchat
A5: One thing that encourages me to reflect as a new teacher is getting a lot of feedback and questions. Receiving thoughts from others help motivate me to think deeply myself. #ohedchat
I know it helps me to look back at my own reflections...and impact. Sometimes we get so caught up in "the next thing...the next class...the next meeting" that we miss those moments of learning that we were just a part of. #OHedchat
It's also great to get into this process if a teacher plans to move toward National Board certification--videotaping and reflecting on the lesson is a key part of the first portfolio, and the renewals afterwards. #ohedchat
I know it helps me to look back at my own reflections...and impact. Sometimes we get so caught up in "the next thing...the next class...the next meeting" that we miss those moments of learning that we were just a part of. #OHedchat
A6: Find something that the new teacher is really good at & have them present to the rest of the staff. My admin had me presenting at staff PD days my 2nd year. I was terrified at first, but it really helped grow professionally. #ohedchat
A6: identify their interests and encourage them to join committees. This helps motivate them to participate, but also begins to build capacity. #ohedchat
A6: I think mentors can help to amplify the voice of their mentee - making sure that they are an integral part of team conversations. By year 4, new teachers have the breathing room to start becoming mentors themselves! #ohedchat
A6: Find something that the new teacher is really good at & have them present to the rest of the staff. My admin had me presenting at staff PD days my 2nd year. I was terrified at first, but it really helped grow professionally. #ohedchat
A6: I encouraged some of our newer teacher to try facilitating a book study with colleagues. I served as the "silent partner" or the "backup singer," so they had a go-to for ideas on agendas. It was so neat to see the growth in confidence as the study continued. #ohedchat
Matching their own passion/interests to the right committee or project is difficult if they don't have a mentor to help them find those opportunities. #ohedchat
A6: identify their interests and encourage them to join committees. This helps motivate them to participate, but also begins to build capacity. #ohedchat
A5 I would often record a video of the new T. This was a way we could sit together discuss what was working and what might need some tweaking. I would also find time to have the T go into other classrooms. #OHedchat
Great point! I think they often don't realize the strengths they have. If mentors and other veterans don't tell them, they may never realize the strength they have! #ohedchat
I'm a fan of both, hearing it makes it feel more personal while having it written lets me refer back to improve my practice. If possible I like to receive it written and talk about it after. #ohedchat
