Part 2 Mentoring Matters

I can relate to the information shared in these articles - it brought me right back to the feelings I had during my first couple of years, but also to every time I changed positions and took on a new role or age group. As a special education teacher, your content/curriculum will change depending on your position, and you're not always going to be with the same grade/age level, so that can bring a level of uncertainty year to year. I taught for 10 years in Hilton CSD before moving to Buffalo and getting hired at Maplemere. I remember feeling like a brand new teacher despite having some experience behind me when I started at SH.  All those insecurities and self-doubts came back and I had to work through them. The same feelings came back the following year when I took the position at the HS in a self contained classroom - a brand new role and age group for me.  I couldn't imagine how I would have handled everything if I didn't have the support of colleagues during those transition times. So, these articles allowed me to take the time to reflect and truly comprehend the value and importance of mentors AND all colleagues.  

I believe that I can help a new teacher by going over day to day procedures both in the classroom and the building so they're not going in blindly, offering tips/suggestions for parent communication, sharing resources that I have found useful and helpful, sharing experiences and things that "have worked" for me, and by being a calming and supportive presence so they can feel comfortable coming to me at any time for the good, the bad and the ugly!

I feel that my strengths as a communicator are going to allow me to form a strong relationship with my mentee. I want him/her to know that what we discuss is in confidence and that there will be no judgement. I feel it's important for them to realize we're all on this journey together, and there will be ups and downs along the way, for all of us in this profession. I will help him/her understand that reflection is a huge component in our daily teaching, and learning from our not-so-successful moments by adapting/changing things for the next time is a positive thing and critical to becoming a successful educator. 

Even though it’s been 20 years since my first year, I remember the feelings expressed in the Phases of First-Year Teachingby Ellen Moir.  The phases she discussed, especially “survival” and “disillusionment,” are still vivid in my memories.  I hope to give my mentee the guidance and time to work through these phases with as little stress and anxiety as possible.  

As a mentor, I am confident in my ability to listen (not hear) the questions and concerns my mentee has.  I look forward to working and talking through curriculum issues, behavior concerns and whatever else needs to be addressed.  I realize that new teachers need someone to confide in without fear of repercussion.  I’ll be there to listen and help. 

As far as my needs go, I’m concerned about the amount of time necessary to make sure my own students’ needs are met, my lesson plans are ready for multiple preps, and my mentee feels comfortable getting through each day.  This is new for me, but I’m confident I’ll divide my time appropriately to accomplish each task.

I really related to the “Phases in First Year Teaching” article.  I think every teacher has the anticipation in the beginning of the school year and then the survival phase as we adjust to a new school year with new students.  I think it is critical that student teachers are supported as they transition from student teacher to full time classroom teacher.  My mentee may not be a new teacher, but will certainly need to adjust to a new district and building.  I think I can help them acclimate to Willow Ridge/Sweet Home and form a community with my positive attitude and some communication.  I can help the new teacher feel welcome and ensure they feel like an integral part of the department.

In what ways can you relate to the information shared? 
I can relate to the idea that mentorship programs have a lot of benefits for both new teachers and veteran teachers. Specifically, it allows veteran teachers to take on new leadership roles within the school community. It also allows veteran teachers to feel re-energized about their own career. That is vital for our school community. Teachers often feel burnt out after just a few short years. Becoming a mentor can help remind you of your "why" and regain that spark that may or may not have gotten lost in the shuffle of year to year/day to day teaching. 

In what ways do you think you can support a new teacher.
The first couple weeks and months as a new teacher are extremely overwhelming. I will offer support and guidance to my mentee in terms of planning and preparation. This will allow them to feel at ease with curriculum as well as trying to navigate the norms of our school culture. With weekly/daily meetings and check-ins, my mentee can focus their energy on other important tasks of teaching rather than trying to plan and prepare materials. Being a veteran teacher I have a vast understanding of our curriculum and can help ease our novice teachers into learning our standards and grade level requirements.

Where do your strengths lie? 
I pride myself on building relationships and being someone that others can rely on. I not only work hard to build and keep relationships with friends and colleges, but I often help build confidence in others around me. I know what it's like switching to a new district and I can recall my very early days as a classroom teacher. I had a great support system around me from both mentors and Learning Coaches. They gave me confidence and helped guide me beyond just my first year as a teacher. They then became long lasting friends and colleagues. These are values that I can call strengths!

The article on the stages of the 1st year of teaching brought back memories of my first few years of teaching. I printed out this articles, & will refer to it as I mentor our new teacher. Just knowing that this cycle typically occurs will make it easier for the mentee to accept and work through it. As a mentor, I bring a deep knowledge of our content and a wide range of approaches to teach each topic; I hope to serve as a teaching resource, so that my mentee does not feel quite so overwhelmed by planning and sequencing lessons. I will focus on being a supportive confidante for my mentee. 

In what ways do you think you can support a new teacher? 
Help them by creating a supportive environment based on their questions and feelings of inadequacies.  We've all been there and reminding them of that. Lead them based on their questions. Help them see the positives they already possess and use a growth mindset to build from there.  The first month of teaching is critical for constant check-ins.  It is an overwhelming time for anyone new to a building, a profession and new to students.  Knowing that you are a constant for them will give them one stable part of each day.  It is critical to give them reminders about self-preservation (sleep, eating right and exercising), so they can have the strength to continually give all that they have to their students, classroom and school, while recharging themselves.  It is important to help them prioritize what is most important when they feel overwhelmed.  As they start to achieve small goals, they will feel a sense of accomplishment and start to be able to objectively look at what went right and what went wrong.  Keeping a list of positives and negatives will help balance self-doubt and continue with their growth mindset.  Reminders to build a community with other young teachers is also critical.  These are the people you will work side by side with for many years.  You need people you can go to when you need to laugh, cry or share important life experiences.  

Where do your strengths lie? 
Building a relationship is of utmost importance to me. It is critical for my peer to feel that I am and will be a confidant.  As a new teacher, you don't want to accidentally say the wrong thing to the wrong person.  Always knowing they can say anything to me and I will be honest with them and guide them in the right direction is crucial. I will be their safe place. Due to the nature of my job, I have learned curriculums preK-5 (even middle and high school too). As my peer has curriculum based questions, I will know where resources are both online as well as coaches and other colleagues. Since I have taught in the classrooms of various teachers, I know who the master teachers are to observe specific skills or lessons that would compliment and enhance my peer's style of teaching.  My style is to look for the positives in a situation.  Because of this, I am good at identifying strengths a person has to offer students and colleagues.  People don't always see this in themselves and it re-energizes you.  My peer will know they can contact me day or night and trust that I will assist them in a timely manner.  

What concerns do you have about meeting the needs of your intern?
Our district has gone through much change in the past couple years, specifically with administration.  Until roles at district office are specified, it will be hard to know which direction to point my peer in to assist with certain questions or problems.  Most notably is Tom Robert's job.  Whenever there was a question related to technical programs, student enrollment in programs we use or your rostering list it was always directed to him.  I am concerned with having accurate information to guide them to certain answers.