- Tool 1 Getting to Know You Guide - Word format
This tool and guide provides an outline for the mentor/beginning teacher first meeting. The conversation guide provides prompts to guide the conversation and support the mentor in establishing trust and rapport.
- Tool 2 Mentor Roles & Stances - The 3C's
Based on the work of Lipton and Wellman, these two guides provide an overview of the Consulting, Collaborating, and Coaching stances and roles mentors assume when working with beginning teachers. Characteristics of each stance are provided, as well as illustrative examples of what each stance can look like in action.
- Tool 3 Learning Focused Conversations Guide
This guide outlines three types of conversations mentors may have with beginning teachers: Planning, Reflecting, or Problem Solving. The handout provides examples of a step-by-step mediational conversation.
Tool 4 Mentor Language Chart
This two-page chart, based on the New Teacher Center, WestEd, and Costa and Garmston, provides example conversation stems mentor can use during Learning Focused Conversations with beginning teachers. Examples are provided for paraphrasing, clarifying, mediating, suggesting, teachable moments, and non-judgmental responses.
- Tool 5 Data Observation Strategies
This handout provides an overview and examples of classroom data gathering strategies mentors may use when observing beginning teachers. Included is a chart to help the mentor determine when to use a particular strategy. Strategies include Verbal Flow, Class Traffic, Selective Verbatim, Scripting, and recording. The guide is used with permission from Mentoring New Teachers through Collaborative Coaching: Facilitation and Training Guide- WestEd.
- Tool 5a Observation Tool - Selective Verbatim
- Tool 5b Observation Tool - Verbal Flow
- Tool 5c Observation Tool - Class Traffic
- Tool 6 Collaborative Discussion Guide (CDG) - Word format
The Collaborative Discussion Guide is a tool used to guide reflective, learning focused conversations. These conversations are based on models of Cognitive Coaching from Costa and Garmston, Collaborative Coaching from West Ed, Appreciative Inquiry as adapted by TeachOntario Canada in Mentoring for All, as well as the Collaborative Assessment Log from New Teacher Center. A form is provided for mentors to use to record Successes, Focus Areas, Mentees’ Next Steps, and Mentor Support Needed during conversations with beginning teachers.
- Tool 7a Pre-Observation Example Questions
These example questions are provided to support mentors during a pre-observation conversation. Mentors can select relevant questions. It is not intended that all questions must be asked.
- Tool 7b Pre-Observation Conference Guide - Word format
This fillable form puts the example questions from Tool 7a into a document that can be used by the mentor to record the conversation.
- Tool 8a Post-Observation Reflections Questions
These example questions are provided to support mentors during a post-observation conversation. Mentors can select relevant questions. It is not intended that all questions must be asked
- Tool 8b Post-Observation Reflections Guide - Word format
This fillable form puts the example questions from Tool 8a into a document that can be used by the mentor to record the conversation.
- Tool 9 Mentor-Administrator Conversation Guide - Word format
The Mentor-Admin Conversation Guide is a tool used to guide reflective, informative, non-evaluative conversations between mentors and administrators of beginning teachers that also respect and maintain the confidential nature of the Mentor-BT relationship. Through regular communication, the mentor and site administrator become partners in supporting the success and development of the beginning teacher and his/her students. A fillable form is provided for the mentor to record the conversation.
- Tool 10a Knowing Your Students as Learners Guide - Word format
Used to guide reflective, learning focused conversations between Mentors and Beginning Teachers that support Beginning Teachers in deeply knowing their students in order to differentiate instruction to meet the needs of all learners. While holding these important conversations, the Mentor will be using his/her flexible coaching stances (3 C’s: Consult, Collaborate, and Coach.) To help Mentors help their Beginning Teachers meet the challenge of coming to know their students, the KYSL Tool helps to capture five important dimensions of learning identity: biological traits, cultural and societal factors, emotional and social influences, academic performance, and learning preferences. (Powell & Powell, How to Teach Now, 2011) You won't acquire all of this information at one time, but as you continue to collect and compile student data, a meaningful and useful learning profile of individual students, class subgroups, or whole classes should emerge
- Tool 10b Knowing Your Students as Learners Analysis Instrument
This tool was developed and adapted with permission from Chapter 1. Knowing Our Students as Learners, How to Teach Now by William Powell and Ochan Kusuma-Powell, 2011 ASCD to help guide mentor-beginning teacher conversations around helping teachers know their students well. This is the form to be used with Tool 10A Guide.
- Tool 10c Knowing Your Students as Learners Sample Analysis Instrument
This tool provides a sample of a completed form from Tool 10a/b. It provides an example of what this tool might look like after a mentor and beginning teacher meet to discuss knowing students in a whole class.
- Tool 10d Oregon Deep Data at a Glance Chart
This form is simply a table that organizes data from Tool 10a/b by individual student for a quick and easy reference.
- Tool 10e Knowing Students Resources for Mentor and Beginning Teachers
This document provides links to several questionnaires, surveys, and articles mentors may wish to provide beginning teachers in support of knowing their students. For example, several links provide student surveys teachers may use to glean information about their students’ interest, learning preferences, etc.