In what ways can you relate to the information shared?
- Although my first year at SH was 7 years ago, these articles brought me right back to my experiences learning the district. My mentor provided some of the support listed in the articles. My mentor supported me by identifying the knowledge gaps with district procedures and knowing who to contact with questions as mentioned in "5 Reasons You Need a Teacher Mentorship Program". She also introduced me to her teacher friends at the school which was an entirely different group of teachers than the ones I worked with on a daily basis. This is similar to the Mentor as Confidence Builder section of the article "Why New Teachers Need Mentors".
- There are several ways mentioned in the articles that I feel I can support a teacher new to the district. First, I feel knowledgeable on the district initiatives, procedures and personnel and can help a mentee learn how to navigate our district. I also stay current on my content area pedagogy and have done research in improving pedagogical practice of inservice teachers by building their agency in the classroom. I feel this can translate to aiding a mentee in refining their teaching in the classroom. As mentioned in the role of "mentor as observer" my research comes with an instructional framework, the TRU Framework, which focuses on creating a classroom that maximizes a powerful learning environment.
- I am focused on the big picture, goal oriented, a problem solver while also being empathetic. These qualities can help guide the year-long trajectory of a mentor-mentee relationship based on trust, growth and improvement.