Mentoring

  Mission:  To provide high quality mentoring to ALL new teachers to accelerate development of professional practice, professional responsibility, and student learning and growth.

Conceptual Framework:

Guided by InTASC Standards and utilizing New Teacher Center Formative Assessment Tools, the induction program will focus on: Professional Collaboration/Community, Goal Setting, Curriculum Design, Instructional Effectiveness, Diversity, Differentiation, Technology, Career Satisfaction, and Leadership. 

The following Enduring Understandings are foundational to Professional Education Resources’ mentoring practice: 

·      Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.  – Parker Palmer, The Courage to Teach, p. 10.

·      Diversity in the classroom is broad in scope and requires awareness, sensitivity, deep understanding, empathy, and creativity on the part of the teacher.

·      Caring is a simple word with powerful potential in the classroom.

·      Educators must uphold ideals and practices that are socially just, instructionally sound, and positively impact the social, emotional, and academic development of students.

·      Educators are called to collaborate, serve, and lead in a multitude of ways.

Self-Determination Theory
In addition, understanding of Deci & Ryan’s Self-Determination Theory will guide mentoring practice with the intent of building professional capacity for autonomy, competence, and relatedness – increasing the likelihood of positive relationships, instructional effectiveness, career satisfaction, and retention.

Positive Psychology

Professional Education Resources is committed to the belief that all people have great potential for transformative learning and application in their lives and careers.  Understanding of Flow Theory (Csikszentmihalyi), Multi-level Learning and Core Reflection (Korthagen), Adult Learning Theory, Motivation (Pink), and The Optimist Creed (Optimist International) will inform mentoring practice while guiding deep reflection and encouraging purpose-driven engagement, and ongoing professional growth.

Professional Education Resources – Mentoring Year at a Glance*

September

Collaborative Assessment
Explore School/Community Resources
Establish Class Profile/Identify Case Study Student
Data Collection/Record Keeping/Communication Plan

October

Collaborative Assessment
Set Professional Goals
Analyze Student Work
Plan Differentiated Lessons
Observation

November

Collaborative Assessment
Communicating with Parents
Observation

December

Collaborative Assessment
Teacher Self-Care Strategies
Observation

January

Collaborative Assessment
Review Progress (Mid-year)
Revisit/Refine Professional Goals
Observation

February

Collaborative Assessment
Analyze Student Work
Plan Differentiated Lessons
Observation

March

Collaborative Assessment
Address Challenging Situations
Observation

April

Collaborative Assessment
Teacher Leadership
Observation

May

Collaborative Assessment
Begin Planning for Next Year
Observation

June

Collaborative Assessment
Reflect on Professional Growth
Share Promising Practices
Begin Planning for Next Year

*Schedule may be adjusted to reflect school district priorities and the developmental needs of new teachers being served. 

  References:

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Collins Publishers.

Deci, E. L, & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Deci, E. L., Vallerand, R.J., Pelletier, L., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325-346.

Korthagen, F. (2004).  In search of the essence of a good teacher: Toward a more holistic approach in teacher education.  Teaching and Teacher Education, 20(2004), 77-97.

Moir, E. (2003). Launching the next generation of teachers through quality induction. Santa Cruz, CA: New Teacher Center, University of California Santa Cruz.

Olivadoti, H. (2012).  New teacher induction, mentoring, and the development of self-determined professional educators. Newberg, OR: George Fox University.

Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.

Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 171-196). New York, NY: Routledge.