Part 1 Introduction: TEDx - Be a great mentor

In the video, Kenneth Ortiz discusses that it is important to have a plan and focus on helping people improve on their personal goals.  I think that lines up well with what I do as a coach in the district and would suit me well as a mentor.

My college basketball coach is one of the people who always stands out to me as a mentor in my life. He was always there with a plan in place to help me improve on my skills.  He helped me deal with injuries and setbacks which I feel has helped me tremendously as an adult to handle the adversity that comes with the day-to-day.

I believe that time is going to be the biggest hurdle towards truly succeeding as a mentor. We all feel squeezed all the time between work and home life responsibilities.  Being able to add in an additional one is going to be the challenge.

1. I really resonated with the part of the video where he says that mentoring should be a personal, one-on-one experience. That prompted me to think about we live in a digital age where many of our correspondences are virtual due to efficiency or convenience. Mentoring can be so impactful when it is done intentionally while spending time with people. This fosters a good professional relationship and shows that you are willing to take time out of your day to help. This intentionality also transfers to the planning aspect of mentoring. It is so important to have a plan for every meeting between mentor and mentee. This is an opportunity to ask the mentee what their specific goals are and what they hope to get out of the mentorship experience.
2. I often think back to my first year of teaching and the mentor experience that I had that year. My mentor that year was someone who I had known prior because I had previously worked in her classroom as an aide. I was nervous that it would be difficult for us now to be on an even playing field, both as educators. However, I was fortunately very wrong about that. She was so knowledgeable, reassuring, supportive and encouraging for me. She did all of those things that the TED talk suggested- gave me her time, was a planner, and was always very encouraging. I felt like I could really trust her and go to her for anything. These are the qualities that I would bring into the mentorship program. As a SPED consultant teacher, my position is very collaborative in nature. I also believe that that would be very beneficial in the mentorship program. 
3. I think that my biggest thing I will need is making sure I set aside that intentional time. I am involved in a lot of things within my school and outside of school, so carving out that intentional time may be difficult at first but it is so important to do so.

Reflect:  What from the TedX video caused you to think more deeply about becoming a mentor?

The part of the TedX video that caused me to think more deeply about becoming a mentor was the section about being encouraging, and the emphasis on the time commitment. One of the reasons that I am interested in becoming is a mentor is because I feel very fortunate to have had some really incredible mentors throughout the most formative years of my life. I think that I have spent a great deal of time honing my teaching and coaching practice, and have a wealth of information and encouragement to share. Because of this, I feel as though it is my responsibility to pass the baton on to the next generation - and encourage them to become the best version of themselves. I have been coaching cheerleading for over 15 years, and am going into my eighth year of teaching, and am very comfortable with giving positive, constructive, encouraging feedback.

Reflect: From the Self-Assessment Inventory, what stands out the most about the questions and your answers?

The part that stands out the most to me about the self-assessment inventory was my reflection on one of my greatest mentors. She taught me how to accept people for who they are, take a step back when feeling overwhelmed, or emotional, and most importantly - how to hold both logic and feeling at the same time without diminishing my effectiveness as a partner, friend, and coworker.
Reflect:  What do you believe you might need help with as a mentor in our school district?

Nothing comes to mind immediately when I think about what I may need additional help with - I feel very confident in my ability to navigate the building, my familiarity with all of the software that we use, and feel very comfortable coming up with solutions to problems if and when they arise.



“Have people stand on your shoulders so others can see further than you can see.”
We are at our best when we rely on the knowledge and wisdom of the leaders that came before us

1. What do you think will be the valuable use of time with an intern?  When can this take place?  How might you hope to accomplish this??

intentionally
spend lots of time with people
always takes more time energy and effort than you think it will to be a good mentor
if you're gonna catch a lot of baseballs - you have to go to a lot of baseball games
if you're going to impact a lot of people - you must be willing to give people a lot of your time
must be willing to invest lots of time
face to face - ideal
someone wanted to be better public speaker, needed to spend lots of time watching him at events
invite mentees into your life - have them observe you
come up with a plan - homework assignment with evidence/resources
plans should be based on what the mentee wants to learn, not what you want to teach
mentees goals should inform and govern the plan
be extremely encouraging
positive - compliment - praise - gratitude
regularly try to praise and encourage
don't praise talent - praise choices and work
whatever choices get praised and rewarded are choices that will be repeated
correction and instruction when needed
intentionally work hard to hand the baton to the next generation

1. The TedX video stressed 4 things: time, plan, encouragement and correction. Time and planning are the basics, what you must invest into this process. But the meat and potatoes so to speak are the encouragement and the correction. I think back to my early years as a teacher and days where it was tough and encouragement did or could have gone a long way to helping through those days. Correction is also needed for all professionals, but especially for young teachers. We know we all have to find our own style. But if a teacher is making a fundamental mistake in how they're planning, how they're delivering instruction, etc, correction is vital. As in anything, once something becomes a habit, it is hard to break. It is important to give guidance to younger professionals so they establish the right habits and hit the ground running the best they can. 

2. The self assessment caused me to think about my mentor and what that experience was like...and how I can borrow from what was effective for me from that experience and what I can add to it to make for a positive mentor experience with me as the mentor. My mentor was mostly positive. I was not a new teacher at the time, I already had a decade of experience. He wanted to make sure I knew how to do things the "Sweet Home Way", how to fit in, who to lean on and really just be a sounding board for any questions or concerns I had along the way. I think I can offer a similar experience to teachers new to our district, whether they are new to the profession or just new to Sweet Home. New to the profession teachers may need more guidance on actual teaching and delivery of instruction. Experienced teachers that are just new to Sweet Home may be similar to how I was when I joined the district...not that I didn't need any guidance on the teaching part...I'm never a finished product...but it was more helping me get comfortable in the district, getting answers to any questions I had about anything. I can provide a positive mentor experience no matter if the teacher is new to the profession or experienced but new to the district. 

3. What do I feel I'll need help with as a mentor in our district? I can't foresee any issues of concern yet, but if things come up where I need help with a situation as a mentor, I am friends with multiple colleagues on our staff that are and have been mentors in district. I feel I have a good network I can rely on and ask questions of as they come up. 

1.       After watching the TedX video, there are a few things that stand out. One being the time needed to be a great mentor. Kenneth emphasizes the significance of spending significant face to face time together. Oftentimes people with great intentions to do not provide enough time to those they would like to mentor. This time together is essential to build the relationship and trust  Another aspect is the importance of having a plan for your mentorship. Just like educators within the classroom, things do not progress without a plan. A key to this plan is that it should be based on the goals of the person being mentored, not a predetermined plan. 

2.       Based on the Self-Assessment Inventory, one mentor truly stood out for me. She served as my cooperating teacher for my student teaching placement, was essentially in the hiring process for my first job, and then served as my official mentor my first year of teaching. From day one, she was kind, patient and taught me so many of the core beliefs I still hold about our profession. She truly dedicated so much of her time to supporting me and encouraging me. Her passion for this job was truly admirable and shaped who I am as an educator. 

3.       Collaboration is essential even as a mentor to others. One thing that might require creativity and/or support is finding the proper amount of time to support and mentor. As the video discussed, this time is so valuable and important. 

1. Reflect: What from the TEDx video caused you to think more deeply about becoming a mentor?
I really connected with the idea of “handing off the baton.” I’ve always believed in paying it forward, and mentoring feels like a natural way to do that. While I’ve helped and supported others informally in the past, this would be my first time mentoring another teacher. Thinking about how much I’ve learned from my own mentors and colleagues over the years, I’d love to give back by sharing what I’ve learned and helping someone else grow in their teaching journey.

2. From the Self-Assessment Inventory, what stands out the most about the questions and your answers?
The part that stood out most was the importance of listening first and talking second. It’s easy to jump in with advice, but I’ve learned that listening carefully helps me understand what someone really needs and it can help me to better understand their perspective.

3. What do you believe you might need help with as a mentor in our school district?
Honestly, the biggest thing I’ll need is time—time to really get to know my mentee, to plan together, to reflect on lessons, and to observe and give feedback. Building a strong mentoring relationship takes time, and I hope the district can support that so we’re actually building something meaningful.

PART 1: HOW TO BE A GREAT MENTOR

Self-Assessment

Prompt: Think of a person who had a positive and enduring impact on your personal or professional life, someone worthy of being called your mentor.  

1. What was it about them did you connect with?

Response: When thinking of this individual worthy of being called my mentor, I think of this person’s ability to stay calm and positive when faced with adversity or an unexpected challenge. This individual displayed this type of behavior across all aspects of their professional responsibilities and helped me to cement a particular behavior I needed to consciously improve upon myself. I noticed this individual’s ability to think critically and thoughtfully taking time to respond or expressing the need to gather more information before responding. It is not always about having the right information quickly but asking the right questions and making decisions that lead to more productive conversations and performance. 

1. What qualities do you have to become a great mentor for a new teacher in our district?

Response: One quality I have to become a great mentor is time. I have scaled back my responsibilities outside of the classroom over the last few years to allow others a chance to step forward and lead. My own children have also moved on that I am no longer consumed with attending to their daily activities. 

1. Are there areas that you can anticipate needing guidance or support?

Response: Although a special education teacher should be able to provide support in any content area without discrete or in-depth knowledge of a topic, I feel that my inadequacies in certain content areas may make it difficult for me to identify the “gist” of topics outside of my comfort zone. I suspect I may have to rely upon questioning techniques to help guide any potential mentee in an area I feel less than confident in tackling.

Evidence of Learning

1.    What from the TedX video caused you to think more deeply about becoming a mentor?
Reflection: The segment from the TedX video causing me to think more deeply about becoming a mentor is the essential idea that becoming a mentor is a deliberate and intentional passing of a baton to the next generation. I am at the point in my career where I am closer to retirement and find myself considering when I will take this action. Interestingly, it is also the time in my career where I am thoughtfully considering who I will be leaving my responsibilities to and what can I do to prepare them to assume this work. Recently, we have found ourselves hiring long-term subs and not all candidates have been the right fit when making decisions about probationary positions. After watching this video, I find myself asking what conscious steps I can take to help those beginning their journey. I have often thought of myself as someone who leads by example, but now I find myself questioning what more I can do to support the transition to the next generation in our department.

2.    From the Self-Assessment Inventory, what stands out the most about the questions and your answers?Reflection: What stands out most to me about the Self-Assessment Inventory questions and answers is the self-reflecting behaviors I have performed without the conscious or mandatory reason to do so. My father was an administrator, and I know how many respected him for his ability to listen, contemplate, justify and explain his decisions. It is a behavior I hoped I could also perform as a professional and even as a friend, so I question if I have successfully acquired and demonstrated this trait over the course of my career. I also wonder if I have successfully acquired and demonstrated those traits of the individual I cited in the self-assessment. Lastly, I believe the questions and my answers reflect self-perceived weaknesses that I always try to overcome to with hard work and determination. I know I am not perfect individual, so I need to be able communicate with a mentee the ability to self-assess and take corrective action without someone else pointing out the need to do so.

3.    What do you believe you might need help with as a mentor in our school district?
Reflection: As a mentor in our school district, I believe I may need help in identifying those component pieces that are not directly established by the program’s leader(s). So much of the job I do now is instinctive or second nature because I have been doing it for extended periods of time. How do I identify these essential pieces that I need to ensure are shared with a future mentee? I am sure I have a lot to learn about assuming this role so I’m sure these is more I may need help with.

1.        Task

1. (02:41) TIME.  
1. “Have people stand on your shoulders so others can see further than you can see.”
2. What do you think will be the valuable use of time with an intern? 
   Discussing any concerns/questions they come in with, then explaining my own POV/method, having discussions around daily tasks and also larger therapeutic approaches
    When can this take place? 

Before/after schoolHow might you hope to accomplish this??Making a plan with the new therapist about what they might like to learn more about at the onset of mentoring.

1. (07:21) PLAN.  
1. Set forth a plan with your intern’s goals in mind.  As you are creating a plan, it should not be what you, the mentor, want to teach, but it should be what the intern wants to learn.  
2. The intern’s goals should inform and govern the plan.  “Reverse Engineer”
2. (09:08) ENCOURAGING.  
1. First thing out of your mouth should be positive, compliment, words of praise.  
2. Do not praise natural talents, but choices and behavior.
3. (11:00) Closing. 
1.  Bring correction and instruction when needed.
2. “...this is a good way of doing it, but here is a better way…”
1. Self-Assessment Inventory
1. Think of a person who had a positive and enduring impact on your personal or professional life, someone worthy of being called your mentor.  
1. What was it about them did you connect with?

They approached everything with a positive mindset. Even when I had made a mistake, she would praise me for catching it, which removed fear of approaching her for advice or help.

1. What qualities do you have to become a great mentor for a new teacher in our district?
   I have had two amazing mentors that I learned a lot from, and I think approaching everything with a positive spin and being willing to treat others with compassion. I am very solutions-oriented so I would be helpful in making a plan to tackle any difficulties instead of just discussing them.
2. Are there areas that you can anticipate needing guidance or support?
   I think giving any “negative” feedback will be the most difficult task.

3.        Reflection1.    Reflect:  What from the TedX video caused you to think more deeply about becoming a mentor?1.    I found myself making connections to the mentors I have had and things about them that connected me to them versus others who may have been in a position of power that I did not connect with. The largest thing was that people I connected with had an approach of teamwork and solutions and those who I did not connect with had approach problems/challenges by placing blame on others which created an environment where people didn’t ask for help, were afraid to take risks, and overall just was more hostile and defensive.2.    Reflect: From the Self-Assessment Inventory, what stands out the most about the questions and your answers?1.    The need for compassion and kindness3.    Reflect:  What do you believe you might need help with as a mentor in our school district?1.    I can envision myself discussing how to give constructive criticism with my previous mentors