Why a teacher mentoring program?
Mentors have an impact on new teachers in ways that no amount of training can. The real-life classroom represents questions that only real-life experience can answer. Mentors help provide those answers…[with] practical, concrete advice; pose important questions to prompt reflection; model teaching techniques in the classroom; observe and offer feedback; and offer another point of view at a time when it is easy to lose all perspective.
~Ellen Moir, New Teacher Center
Welcome to the MDE Teacher Mentor Orientation Module Series
It is estimated that almost 50% of all new teachers will leave the profession within their first five years in the classroom. (NCES, 2012). The impact of this phenomenon compels MDE and our K-12 school districts to increase ways to retain competent beginning teachers in schools.
Research shows that grounding novice educators with awareness and tools, coupled with scaffolding skills through teacher mentor training, increase success and retention of new teachers. YOU have been identified as an expert, experienced teacher to mentor and coach a beginning teacher because “novice teachers have gaps in skills and knowledge, but also in areas of expertise; they learn alongside experienced teachers in a community of learners that is continually evolving” (NCTAF, 2005, p. 5). Moir (2010) suggests “through targeted, tailored support we can change the arc of the new teacher’s learning curve.”
Your mission is to bridge gaps in skills, knowledge, and expertise by working in a community of learners that is continually evolving.
Once selected, you are expected to provide systematic, ongoing, and sustained support for new teachers (as per MS Law). The Teacher Mentoring Training provides information and materials to assist you in your important work.
Module One provides a study guide with power point and printable materials on mentoring roles and responsibilities, types of mentor/new teacher interactions, mentor protocol, communication and questioning techniques, dialogue starters, and a mentor rubric.
Module Two provides a study guide with power point and printable materials on Beginning Teachers to share with beginning teachers to support them in the transition from university student to new teacher. Information include phases/stages of beginning teachers, guidelines for scaffolding new teachers, needs assessment tools, a growth continuum of teacher development, brain-compatible teaching and learning strategies, and questionnaires on areas of strength and need.
Module Three provides a study guide with power point on the InTASC Model Core Teaching Standards (the Mississippi State Teaching Standards), The National Board for Professional Teaching Core Propositions (beginning with the end in mind), M-Star information, and articles on Common Core, Professional Learning Communities, differentiating instruction, 21st century skills. The Module concludes with a Reference section of helpful resources (books, websites videos).
Congratulations on your designation as Mentor Teacher!
- Introduction to Module 1
- Module 1
- Introduction to Module 2
- Module 2