Carolina Mentor Training Trainer Support Document 2.0 Module Number/Section Title PowerPoint Slides Participant Handbook Pages/Supplemental Materials (SM)* Trainer/Co-Trainer Notes Module 1: Introduction to Mentoring 1-24 Section 1: Introduction and Group Norms 1-12 “The Developmental Stages of Teachers” Article (SM) “Norms” Document from the participant handbook (pg. 2) • “Agenda” from the participant handbook (pgs. 3-4) • “Training Outcomes” from the participant handbook (pg. 5) Email “The Developmental Stages of Teachers” article to the participants Have extra copies of “The Developmental Stages of Teachers” article available on the tables Discuss the organization of and the agenda for the training training outcomes Discuss the of teachers a mentor may be asked to support Walk-through the participant handbook Section 2: Importance of Mentoring 13-24 • “Teacher Turnover in South Carolina” Document (SM from CERRA’s Mentor Training Hub) • Laminated copies of South Carolina district maps Trainer must be familiar with and understand the data included on the “Teacher Turnover in South Carolina” document
(1 per table) (SM) • “Table Group Conversation Questions” from the participant handbook (pg. 7) PowerPoint includes a slide which allows the trainer to explain the “Teacher Turnover Rates” data Additional district data are available on CERRA’s Mentor Training Hub Trainer should explain the data before the co-trainers pass out the “Teacher Turnover in South Carolina” document and the South Carolina maps Trainer should conclude the activity by telling a personal story that demonstrates the importance of mentoring Module 2: Teacher Needs, Mentor Roles, & Paths to the Profession 25-53 Section 1: General Needs of Beginning Teachers 25-34 •Notecards • Chart paper • Markers • Blank “Beginning Teacher Needs” Chart in the participant handbook (pg. 9) • 3 Handouts - 1 for each category of beginning teacher Instructions for grouping participants must be followed Activity requires at least three participants per table Trainers must help the participants recall their first year in the classroom
needs (SM) (total number of participants/3 = number of copies of each handout needed) • “Categories of Beginning Teacher Needs Summary” in the participant handbook (pgs. 10-11) • Completed “Beginning Teacher Needs” Chart in the participant handbook (pg. 12) First year of teaching reflection is a silent, individual activity Needs should be written one per index card Similar needs can be condensed and included as a common need Columns in the “Beginning Teacher chart should be labeled in this order – social/emotional, physical, and instructional Physical needs are NOT related to the body Groups only have 5 minutes to teach their content Co-trainer should chart the beginning teacher needs “Beginning Teacher Needs” charts will be used in the next section Section 2: Mentor Attributes, Roles, & Responsibilities 35-47 • “Mentor Attribute Self- Assessment” from the participant handbook (pgs. 14-15) • “Note Taking Guide” from the participant handbook Trainer must “set the stage” to help the participants recall their personal or professional mentor Trainer should encourage participants to use the “Note
(pg. 16) • “Mentor Roles Diagram” from the participant handbook (pg. 17) • “Beginning Teacher Needs Chart” from the activity in Section 1 of this module Taking Guide” as he/she teaches the content The activity is designed to help participants understand that the beginning teacher’s need(s) determine the mentor’s role(s) Some mentor roles are intentionally included in more than one of the beginning teacher needs categories Section 3: Teacher Variety 48-53 • “Teacher Variety Description” Document from the participant handbook (pgs. 19-27) • “Characteristics of Beginning Teachers Comparison Chart” from the participant handbook (pg. 28) Instructions for grouping participants must be followed Activity requires table groups of at least eight participants Trainers should NOT place all “1’s” together The various pathways to the profession are one reason differentiated mentoring is necessary Module 3: Mentoring Cycle and Expanded ADEPT Support and Evaluation System 54- 98
Section 1: Introduction to the Mentoring Cycle 54-65 • “Guide to Professional Success” (GPS graphic) from the participant handbook (pg. 30) • “Critical Times and Events" Document from the participant handbook (pg. 31) • Blank "Contact Log" from the participant handbook (pg. 32) • Completed “Contact Log" from the participant handbook (pg. 33) • Chart paper • Markers Instructions for grouping participants must be followed Participants should record roles on their GPS Trainer should stress the fact that the mentoring cycle includes formal interactions and that mentors will have many informal interactions with their beginning teacher The included “Contact Log” is only an example Districts may have their own mentor/mentee contact logs Contact logs should include broad information only The mentor and the mentee should initial each entry Contact logs may be shared with administrators Section 2: Expanded ADEPT Support & Evaluation System 66-96 • “Blank SLO Template” (SM from CERRA’s Mentor Training Hub) • “6th Grade ELA SLO Example” (SM from CERRA’s Mentor Training Hub) • “SLO Quality Review Tool” Slide numbers referenced in the Trainer Handbook refer ONLY to the SCDE portion of the PowerPoint Module 3, Section 2 is very different and belongs to the SCDE
(SM from CERRA’s Mentor Training Hub) • Carolina Teaching Standards 4.0 Rubric” (SM from CERRA’s Mentor Training Hub) • “APS/South Carolina Teaching Standards Crosswalk” (SM from CERRA’s Mentor Training Hub) Trainer must be familiar with district's “Business Rules” related to ADEPT and SLOs Section 3: Review & Preview 97-98 • None Module 4: Coaching Dialogue & Pre-Observation Conference 1-22 Section 1: Review & Coaching Dialogue Protocol 1-10 • “Guide to Professional Success (GPS graphic) from the participant handbook (pg. 30) • “Coaching Dialogue Protocol” from the participant handbook (pg. 37) Section 2: Pre-Observation Conference 11-22 • “Pre-Observation Conference from the participant handbook (pg. 39) • “Coaching Dialogue Protocol with Pre-Observation Stems” from the participant handbook There are two activities Trainer must provide a detailed description of each section of the Conference Guide” Observation
(pg. 40) • “Pre-Observation Conference Note Taking Guide” from the participant handbook (pg. 41) Trainer must discuss the conference stems Activity 1 requires at least four participants per table Trainers must practice the model conference in advance The trainer NOT participating in the model conference should lead this section Trainer must recognize the importance of the conference Trainer must emphasize the fact that the focus of the observation should be tied to the indicators from the SCTS 4.0 Rubric Module 5: Observation from Protocol to Practice 23-43 Section 1: Observer Behaviors & Protocols 23-25 • “Protocols for Classroom Observations” Document from the participant handbook (pg. 43) •Trainer must be prepared to discuss whether or not to intervene observation
Section 2: Evidence-Gathering Strategies 26-43 • “Sample Observation – Scripting” from the participant handbook (pgs. 45-46) • “Sample – Counting” from the participant handbook (pg. 47) • “Sample Observation – Charting” from the participant handbook (pgs. 48-49) • “Sample Observation – Diagramming” from the participant handbook (pgs. 50-51) • Notebook Paper • “Counting Tool” (SM) and from the participant handbook (pg. 52) • “Charting Tool” (SM) and from the participant handbook (pgs. 53-54) • “Seating (SM) and from the participant handbook (pg. 55) Michigan State’s “Observation Techniques Overview” document (SM) • Trainers may wish to split this section between two people Trainers must be familiar with the techniques and samples The focus of the determines the technique Packets of data collection papers must be created before the training (see Activity instructions) Co-trainers should be prepared to participate Login information for the ATLAS videos is available through the district Induction & Mentoring Coordinator Recognize the challenges that come with collecting data from a and stop times for the videos are as follows: Case 861, minutes 5:55-10:55, Case 1741, minutes and Case 1274, minutes 2:00-7:00
and from the participant handbook (pgs. 56-64) Internet access Speakers Trainer should show the first few seconds of Case 1274 so that participants can see the entire room Districts may have their own observation forms Module 6: Post-Observation Data Analysis & Conference 44-73 Section 1: Protocol for Analyzing Observation Data 44-49 • Observation Data Collected in Module 5 • “Questions to Consider During Data Analysis” from the participant handbook (pg. 66) • “Questions to Encourage Reflection” from the participant handbook (pg. 67) Trainer must decide where each data collection group will meet Trainer must make it clear that data drive the dialogue Participants should stay with their same data collection group Section 2: Post-Observation Conference – Providing Effective Feedback 50-59 • “Coaching Dialogue Protocol” from the participant handbook (pg. 69) • “Coaching Dialogue Protocol with Post-Observation Stems” from the participant handbook (pg. 70) • “Effective Feedback” Document from the participant handbook (pgs. 71-72) Trainer must discuss the post-observation conference stems Success of the conference is largely dependent upon the mentor’s ability to give effective feedback Trainer may need to “balance” the groups before
• Pre-Made Charts - Validate, Clarify, Stretch and Apply • “Take-Away Tweet” Document from the participant handbook (pg. 73) • Markers • Sticky Notes asking them to categorize the responses Participants should stay with their same data collection group Section 3: Post-Observation Conference – Goal Setting 60-73 • “SMART Goals” Document from the participant handbook (pgs. 75-76) • “X to Y by When” Document from the participant handbook (pg. 77) for this activity may be personal or professional Participants must understand that a beginning teacher’s professional goal(s) should be tied to the indicators from the SCTS 4.0 Rubric Participants may return to their original seats Module 7: Teaching Learning Opportunities and Training Closure 74-81 Section 1: Teacher Learning Opportunities (TLOs) 74-78 • “Go-Go” Activity from the participant handbook (pg. 79) Trainer should reinforce the fact that TLOs can occur at any time The TLOs should be written in the large box The small boxes inside the larger boxes are for the tier numbers