Information regarding promising and emergent practices in the areas of training components, activities, resources, training design and trainer feedback is included in this section on mentor training workshops. This information has been provided by professionals around the state who have designed and facilitated mentor training workshops.
The items in each area are listed in no particular order.
Workshop Components:
- Overview of PI 34 with particular attention to Wisconsin Educator Standards
- Focus on teacher standards 3, 4, 5, & 8 (focus on teaching practices)
- Role of the mentor within different mentoring models
- Understanding needs of beginning educators
- Professional Development Plan Process
- Coaching skills - using the coaching process in working with Initial Educators
- Process of reflection - reflective listening, reflective conferencing, using reflection to analyze teaching practices
- Forming a collaborative relationship - confidentiality in the relationship
- Classroom observation skills
- Development of goals for the working relationship of mentor and Initial Educator (having a "road map" to follow)
- Components of a quality induction program
- Conflict resolution - assisting the Initial Educator in dealing with conflict in the classroom, with parents, and with colleagues
- Accessing appropriate resources for the mentoring process
- Designing and presenting workshops for the Initial Educator
- Data collection and analysis to assist Initial Educator in gathering evidence of improved student learning for PDPs
Sample of Workshop Activities:
- Examine the essential areas of PI 34 and how these rules will affect new teachers
- Develop a plan for the first year with tentative goals to create a "road map" of what can and will be accomplished in the first year of teaching. Include focus on teacher standards 3, 4, 5 & 8 which emphasize specific classroom skills.
- Analyze the potential of a mentoring system instead of a "buddy system" to provide support and assistance to the Initial Educator.
- Identify the top three mentor attributes and then how these attributes will be incorporated into the mentor-mentee relationship during the school year.
- Provide activities where the process of reflective thinking is incorporated and work to practice this skill.
- Examine and use the skills necessary to effectively observe in the classroom. Work to distinguish the difference between evidence and opinion.
- Discuss and analyze the entire PDP process and focus on the importance of the mentor thoroughly understanding this process.
- Examine and discuss the various options available for mentoring models.
Resources:
Below are links to the primary resources provided by the DPI for mentor training.
Other mentor training resources mentioned by trainers in the survey:
Training Design:
Mentor training programs have been designed to fit a variety of time formats. Listed below are the most widely used time frames. The Wisconsin Department of Public Instruction does not endorse one particular format for trainings.
- Two full days
- Friday night and all day on Saturday
- One full day
Trainer Feedback:
Comments or suggestions that were made by people who have facilitated mentor training.
- "Make sure mentors know that each of them will grow as professionals as they invest time in being a mentor to someone else."
- "A good mentoring program can take many forms. It does not have to be just a one-on-one relationship. How about the learning community model?"
- "Good mentoring programs need to be based on the guiding principles of PI 34 and the work of mentors on the practices of PI 34."
- "Make sure that mentors do focus on the specific issues of Initial Educators in all areas - teacher, administration, and pupil services."
- "Effective mentor training cannot be accomplished in anything less than a one day workshop."
Return to Mentor Training/PDP Writing Workshop Main Page
For questions about this information, contact Catherine L. Cullen (608) 266-0975
Last updated on 12/14/2009 4:10:41 PM
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