MENTORS’ HANDBOOK
(A resource for educators who assist beginning teachers with induction into
their ministry and profession)
3rd Edition
Archdiocese of St. Louis
Catholic Education Office
20 Archbishop May Drive
St. Louis, MO. 63119
Karen L. Tichy, Ed.D.
Associate Superintendent for Instruction
Phone: (314-792-7321)
E-Mail: stlinsstrsupt@archstl.org
July 2004
Introduction:
As a mentor, you will make a very important contribution to Catholic
education, to your school community, and to the beginning teacher whom you
have been asked to assist for the next (Nerinx will do three instead of two
years) two years. The individual educator has a significant influence upon the
degree to which his/her students grow in faith, increase their knowledge and
skills, and develop as persons.
The philosophy of Catholic education of the Archdiocese of St. Louis,
documents of the universal Catholic Church, the educational theory and
research literature, and personal experience all affirm that the individual
teacher has a profound effect on his/her students’ spiritual formation,
academic progress, and personal growth. Pope Paul VI stated this truth in a
most profound manner in his encyclical, On Evangelization in the Modern World:
“Modern people listen more willingly to witnesses than to teachers. If they
do listen to teachers, it is because they are witnesses.”
The formation of the beginning teacher is of special importance. From the
perspective of spiritual formation, undertaking the responsibility of teaching
in a Catholic school for the first time is a graced moment for coming to
understand and value teaching as a vocation and as a ministry. From the
perspective of professional development, a beginning teacher’s initial
experiences have a strong impact on his/her long-term success as a teacher and
satisfaction with teaching as a career.
This document is provided as a resource to those educators who have been asked
by their principals and who have graciously agreed to serve as a mentor to a
beginning teacher in a Catholic school in the Archdiocese of St. Louis. It is
intended to acquaint them with information and skills that will help them
effectively guide and support the beginning teachers whom they will be assisting.
Excerpts from Important Church Documents on Catholic Education:
Philosophy of Catholic Education, Archdiocese of St. Louis:
The educational mission of the Catholic Church finds its center in the life
and teachings of Jesus, who reveals God’s design for all creation. In Jesus,
the Church invites all people into communion with the Father, Son and Spirit
and into the mission of transforming all of life into God’s kingdom. Through
education, the Church seeks to prepare her members to hear, live and proclaim
the good news of the Gospel. The shared tradition of the Church supports,
challenges, and enlightens persons at every stage of human life as they grow
toward their full potential as individuals and as members of family, Church
and world.
Catholic education includes all the deliberate, systematic, and sustained
efforts of the Church community, in both formal and informal educational
settings, to develop the skills, knowledge, and values needed for life. In
today’s pluralistic society, the Church offers the harmonizing perspective of
faith to human culture and history. Catholic education sees all knowledge as
sacred when human insight is combined with divine revelation in the pursuit of
truth, goodness, and beauty.
Catholic education involves the active participation of the learner in
studying and interpreting human experience in the light of faith, so as to
advance God’s glory and the dignity of all peoples. Through methods
appropriate to differing age-levels and ways people learn, the Church provides
opportunities for the learner to explore, reflect, and integrate a Christian
understanding of nature, self, society and God, and to manifest this in their
lives of love and service. In this endeavor, the Church recognizes the
learner’s dependence on grace to bring human nature to completion.
It is the educator--teacher, administrator, pastor--who is preeminent in
creating the unique climate in which a Catholic philosophy of education can be
realized. Called to a specific ministry in the Church, Catholic educators are
committed to professional excellence and spiritual growth in their Christian
lives, witnessing to the Tradition and vision they share. Respecting each
learner as created by God with special gifts and needs, they direct the
learning process as guide and companion.
The Church calls parents, as the first educators of their children in
knowledge and faith, to partnership in the mission of Catholic education by
taking responsibility for their own life-long learning and supporting the
educational opportunities offered for their children. The entire Catholic
community, especially the parish family, shares responsibility for providing
the learning environment, the resources, the leadership. and the community of
faith that supports the educational mission of the Church.
To Teach as Jesus Did, National Conference of Catholic Bishops
“The Catholic school is an expression of the mission entrusted by Jesus to the
Church he founded. ... Go, and teach all nations.”
“The integration of religious truth and values with life distinguishes the
Catholic school from other schools.”
Lay Catholics in the Schools, Vatican Congregation for Catholic Education
“The teacher is not simply a professional person who systematically transmits
a body of knowledge in the context of a school. Teachers have made integral
human formation their very profession.”
The Catholic School, United States Catholic Conference
“The achievement of the specific aim of the Catholic school depends not so
much on subject matter or methodology as on the people who work there. The
extent to which the Christian message is transmitted through education depends
to a great extent on the teachers. The integration of culture and faith is
mediated by the other integration of faith and life in the person of the
teacher. The nobility of the task to which the teachers are called demands
that they reveal the Christian message not only in word but also by every
gesture of their behavior. That is what makes the difference between a school
whose education is permeated by the Christian Spirit and one in which religion
is only regarded as an academic subject like any other.”
The Distinctive Qualities of the Catholic School, National Catholic Education
Association
“The Catholic school is unique because it is a religious community within an
academic community. As a school, it is a community of learners and teachers,
administrators and parents, staff and resource people. At the same time, it is
a community of young people and adults who come together to make Christ
present among them in a special way. There is always a two-fold purpose in a
Catholic school: learning and believing. To be an exemplary Catholic school,
there must be the proper blend of learning and believing.”
Lay Catholics in the Schools: Witnesses to Faith, Vatican Congregation for
Catholic Education
Lay Catholic educators in schools must never have any doubts about the fact
that they constitute an element of great hope for the Church. The Church puts
its trust in them, entrusting them with the task of gradually bringing about
an integration of temporal reality with the Gospel, so that the Gospel can
thus reach into the lives of all men and women. More particularly, it has
entrusted them with the integral human formation and faith education of young
people. These young people are the ones who will determine whether the world
of tomorrow is more closely or more loosely bound to Christ.
Declaration on Christian Education, Vatican II
Beautiful indeed and of great importance is the vocation of all who assist
parents in carrying out their duties and who, as representatives of the human
community, undertake the task of educating in Catholic schools and programs.
This vocation demands special qualities of mind and heart, very careful
preparation, and a constant readiness to renew and adapt.
The Concept of Mentoring:
The name “mentor” was first used in The Odyssey. Mentor was Odysseus’ loyal
friend. Odysseus entrusted Mentor with the nurturing of his son while he went
off to fight the Trojan War.
The literature on mentoring in educational and other career settings uses a
variety of terms to describe the concept of mentoring. These include: trusted
guide, advisor, coach, supporter, role model, developer of talent, sponsor,
protector, opener of doors, confidant, colleague teacher, master teacher,
teacher advisor, helping teacher, peer teacher, and support teacher.
There is also a variety of terms, though fewer in number, used to describe the
person whom the mentor guides. These include: mentee, protégé, inductee,
novice, and junior. This handbook will use the terms "mentor" and "beginning
teacher" since these are the terms used in the Missouri teacher certification
laws and regulations. [The Missouri teacher certification laws and regulations
consider a new teacher to be a "beginning teacher" for his/her first four
years and require that the beginning teacher be assisted by a mentor during
his/her first two years.
In sum, a mentor is a more experienced teacher who assists a less experienced
teacher in entering the profession. The mentor coaches, advises, and counsels
the beginning teacher, and provides the new teacher with a positive role model.
When principals choose experienced teachers to assist new teachers, they look
for teachers who:
• are excellent classroom teachers and role models
• are committed to Catholic education as an apostolate and as a
profession
• are willing to work with colleagues entering the profession
• are reflective about their own teaching
• are good problem solvers
• are approachable and supportive
• are appreciative of differences in style and background
• are familiar with school values, customs, and procedures
• teach at the same or a similar grade level and subject area as the
new teacher
• have at least three years of successful teaching experience
• have good communication skills
• are able to work with adults in a way that helps others solve their
own problems rather than solving their problems for them
• use a variety of instructional methods
• are able to enlist the support of other faculty members to help the
new teacher.
The Goals of Mentoring:
In this document, mentoring is defined as guiding and supporting a beginning
teacher during his/her first year of service. The goals of mentoring are:
(1) to nurture the beginning teacher’s understanding of and
commitment to teaching in a Catholic school as a ministry and
vocation; and
(2) to assist the beginning teacher with acquiring the knowledge,
skills, and experiences necessary to be effective at
facilitating students’ learning.
It is important that the mentoring process reflect the two
important dimensions of the beginning teacher’s development:
(1) spiritual formation in the ministry of teaching in a Catholic
school and in participation in a faith community; and
(2) professional development in effective facilitation of
students’ learning and in participation in a learning community.
The Mentoring Relationship:
It is important to understand from the outset that the mentor’s role and
function is that of nurturing growth. It is not an evaluative role. A
mentoring relationship is built on mutuality, not on authority.
Trust is essential to the mentoring relationship. The beginning teacher must
trust that it is all right to seek help, that he/she is not imposing. The
mentor must trust that it is all right to give help, that he/she is not
interfering. The mentor must seek the proper balance between waiting for the
beginning teacher to ask for help and initiating guidance and suggestions
without being asked. The beginning teacher must seek the proper balance
between asking for help on every issue that arises and trying to work
everything out alone.
The comprehensiveness of the mentoring process depends on the number and
variety of dimensions encompassed by the mentoring relationship. A truly
comprehensive mentoring relationship includes spiritual growth, intellectual
development, professional knowledge and skills related to the art and the
science of teaching, and personal life.
The Mentor’s Roles and Functions:
The mentor assists the beginning teacher with all aspects of becoming an
effective teacher in a Catholic school. The mentor works with the beginning
teacher on (1) the religious dimension of teaching in a Catholic school, (2)
the art of teaching and the mechanics of teaching; and (3) the personal
supports needed to successfully make the transition into teaching as a
vocation and as a career. Specific roles and functions which the mentor
fulfills include:
Evangelizing and catechizing roles:
• helping the beginning teacher understand what it means to be a
teacher in a Catholic school
• encouraging the beginning teacher to participate in the prayer life
and liturgical life of the community
• encouraging the beginning teacher to witness to his/her faith in word
and in action
• helping the beginning teacher to understand and commit to his/her
teaching as a ministry and as a vocation
Instructional roles:
• providing the beginning teacher with information about how things are
done in his/her particular school
• giving the beginning teacher relevant feedback to improve his/her
teaching performance
• engaging the beginning teacher in reflective dialogue about his/her
teaching
• modeling valued and effective behaviors, attitudes, and skills
Collegial roles:
• providing professional and emotional support to the beginning teacher
that helps strengthen self-confidence
• acting as a buffer for the beginning teacher when necessary and
appropriate
• providing a safe place for the beginning teacher to explore personal
and professional dilemmas in confidence
• building a relationship of trust and caring
The Benefits of Mentoring:
The beginning teacher is trained, but the beginning teacher is not
experienced. In many professions, the challenges of the job increase as
experience increases. Likewise, in many professions, the beginner assumes
responsibility gradually after gaining experience rather than all at once.
However, just the reverse is true in teaching. The beginning teacher assumes
full professional responsibility from day one, and challenges are often
greatest in one’s first few years.
These phenomena make mentoring an invaluable gift to the beginning teacher.
Because a mentor is so important in helping a beginning teacher successfully
meet the challenges of his/her first year, the Missouri State Department of
Elementary and Secondary Education has made working with a mentor a
requirement for beginning teachers in order to advance beyond initial
certification.
Research studies and personal experience attest that those who serve as
mentors also benefit. Among the benefits for mentors most often cited are:
• opportunities to clarify one’s own approach to teaching;
• opportunities to practice communication skills which are valuable in
other professional settings as well;
• professional growth through collaboration;
• new insights and strategies obtained from the beginning teacher; and,
• a sense of satisfaction and pride from observing the beginning
teacher’s growth and reflecting on one’s contribution to that growth.
Mentoring has also been found to have a positive impact on retention of
promising beginning teachers. Research findings demonstrate that the
proportion of beginning teachers who continue in the profession is
dramatically higher among those who participate in a mentoring program than
among those who confront first year challenges alone.
Ultimately, the goal of mentoring is for the beginning teacher to develop into
an educator who can mentor him/herself in the future. This goal will be
achieved by helping the beginning teacher become proficient at analyzing and
reflecting upon his/her experiences and planning for on-going professional and
spiritual growth based on the results of reflection. A key indicator of this
growth is analyzing and understanding student growth in terms of the effects
he/she has on that growth rather than in terms of student characteristics such
as intelligence, motivation, and behavior.
The following model developed by William Gray depicts the changing
relationship between mentor and protégé (i.e., beginning teacher). The size of
the letter indicates who has the leadership in the mentor (M)(m) - protégé
(P)(p) relationship.
M Mp MP mP P
The Life Cycle of a First Year Teacher:
Several research studies have focused on describing the stages a beginning
teacher experiences. One study conducted at the Santa Cruz (CA) Beginning
Teacher Consortium identified these six stages:
(1) Anticipation: August
This stage begins during student teaching and intensifies
when the teacher gets his/her first job and as the opening of school nears.
Beginning teachers generally enter with a tremendous commitment to making a
difference and with a somewhat idealistic view of how to accomplish their goals.
(2) Survival: September
Beginning teachers are overwhelmed by a variety of problems and situations
they did not anticipate. They struggle to keep their heads above water and are
consumed by the day-to-day routine of teaching. Particularly overwhelming is
the constant need to design lessons and units for the first time while still
uncertain of what will really work. Although tired, first-year teachers
usually maintain a high level of energy and commitment.
(3) Disillusionment: October to December
The intensity and length of this period varies from beginning teacher to
beginning teacher. The extensive time commitment and the sense that things are
not going as well as they want contribute to questioning their commitment and
competence. Many beginning teachers get sick during this phase. Classroom
management is a major source of stress.
This phase is compounded by encountering a series of new events at a time
when self-esteem is declining. Back to school night involves telling parents
about plans for the year when the plans are still unclear. Some parents may be
uneasy or intimidating when they realize the teacher is a beginner. Beginning
teachers approach parent conferences with the idea that parents are partners
in the learning process, and they are not prepared for parents’ criticisms.
The first formal classroom observation and evaluation by the principal
increases anxiety.
(4) Rejuvenation: January to April
A slow rise in attitude begins with winter break allowing time for rest and
socializing. The break also provides breathing time to organize materials and
plan new lessons and units. This period has ups and downs, but generally the
beginning teacher is relieved for having made it this far, begins to focus on
curriculum and instruction, and starts to become concerned about finishing
everything by the end of the year.
(5) Reflection: May
This is an invigorating period during which the beginning teacher highlights
successes and failures. They think about changes they want to make for next
year. They develop a sense of what their second year will be like, which leads
to a new period of anticipation.
(6) Anticipation of Year Two: Summer
Research on the Characteristics of Beginning Teachers:
Research on beginning teachers indicates that, in general, beginning teachers
know the content of their subject area and that they have good mechanics,
i.e., they know how to plan instruction, direct classroom activities, assess
student progress, etc. However, beginning teachers are, in general, unprepared
to manage classroom discipline, use technology, and relate effectively to parents.
Beginning teachers experience many anxieties. These anxieties primarily
revolve around acceptance by colleagues, support from administration, being
able to reach students, understanding and meeting expectations, and fear of
appearing incompetent or bothersome if they seek help.
Nationwide 25% of beginning teachers leave the profession during the first
three years. The conditions under which beginning teachers complete the first
year of teaching are fairly predictive of success in their teaching career and
of their retention in the profession.
Beginning teachers are more influenced by their new school setting than by
their recent educational training. Beginning teachers are often unable to cope
with the demands of large classes, difficult students, floating room
assignments, a large number of preparations, preparations outside their areas
of training, and additional non-teaching duties -- at least not without
significant support. In addition to the demands of teaching, unrealistic and
unmet expectations, a sense of isolation, and a feeling that the school
expects the beginning teacher to "sink or swim" contribute significantly to
beginning teacher attrition.
As the new teacher moves through and beyond his/her first few years:
• concern with self and survival decrease
• insecurity gives way to confidence
• more instructional strategies are added to his/her repertoire
• concern with his/her own classroom broadens to commitment to the
profession.
The Needs of Beginning Teachers:
Beginning teachers need assistance in a variety of categories. Specific needs
vary from teacher to teacher. Their needs may focus on applying what they
learned in their teacher training to their actual classroom situations, and/or
their needs may arise from gaps in their training.
Religious needs:
• understanding the philosophy of Catholic education, the Christian
witness statement, and other important documents
• understanding the teacher’s role in the religious dimension of the
school
• feeling comfortable participating in the faith community and in the
spiritual life of the school
• identifying needs related to personal spiritual development and
opportunities to address those needs
Instructional needs:
• planning and implementing units and lessons
• designing and implementing learning activities
• using a variety of teaching methods, materials, and media
• using student cues to alter instruction
• demonstrating subject matter knowledge
• grouping students appropriately for learning activities
• addressing students’ special learning needs
• assessing and reporting on student progress
• involving students in classroom activities
School needs:
• understanding the school’s philosophy, mission statement, vision
statement, etc
• understanding expectations
• learning school policies and procedures
• becoming acquainted with the school community
• becoming acquainted with traditions
Resource needs:
• identifying resources, materials, and media for teaching
• learning about resources available in the broader community
• obtaining materials, equipment, and supplies
Collegial and professional needs:
• overcoming feelings of isolation
• interacting with colleagues using effective communication and human
relations skills
• feeling comfortable with formal observation and evaluation
• participating in the life of the school beyond the classroom
• identifying areas of need for professional development and
opportunities to address those needs
• collaborating with other professionals regarding individual student
needs
Management needs:
• classroom management
• classroom structure and organization
• recordkeeping
• physical arrangements of the classroom
• time and stress management
Parental needs:
• communicating with and relating to parents
• preparing for parent conferences
Student needs:
• creating a classroom climate that promotes learning
• establishing expectations
• motivating students
• disciplining students
• helping students develop positive self-esteem
• conferencing with students
Primary Responsibilities of Teachers in the Catholic Schools of the
Archdiocese of St. Louis:
I. FAITH COMMUNITY
A. Articulates and acts in accordance with the Philosophy of Catholic
Education, archdiocesan policies related to the religious dimension
of the Catholic school, and the school's mission statement.
B. Acts in accordance with Gospel values.
C. Participates in building faith community.
II. RESPONSIBILITIES OF THE EDUCATOR'S POSITION
TEACHER (for classroom teachers, subject area specialists, and the
instructional responsibilities of other positions)
A. Demonstrates planning and preparation for instruction.
B. Facilitates students' learning effectively.
C. Evaluates students' progress effectively.
D. Adjusts curriculum content, instructional activities, instructional
materials, and/or assessments to address individual students'
learning needs and learning styles.
E. Maintains a classroom atmosphere that is conducive to learning.
OTHER POSITIONS: (see the Archdiocesan Educator Evaluation Process
Manual)
III. COMMUNICATION AND INTERPERSONAL RELATIONSHIPS
A. Exhibits cooperation with school administrators.
B. Exhibits cooperation with colleagues.
C. Communicates effectively with and maintains appropriate relationships
with students.
D. Communicates effectively with and maintains positive relationships
with parents.
E. Conveys a positive image of the school to the larger community.
F. Exhibits effective communication skills.
IV. PROFESSIONAL RESPONSIBILITIES AND PROFESSIONAL DEVELOPMENT
A. Demonstrates a sense of professional responsibility.
B. Actively responds to total school needs.
C. Engages in continuous professional development.
Establishing and Developing the Mentor - Beginning Teacher Relationship:
Many of the specifics regarding the interactions that will establish and
nurture a positive relationship between the mentor and the beginning teacher
will depend on:
• the people involved
• the beginning teacher’s needs
• the mentor’s areas of expertise
• the time schedule and building layout of their school
• the ability of both to communicate well, and,
• other factors unique to the individual mentor and beginning teacher.
However, the following general principles are applicable to all situations.
The first step in establishing a relationship based on trust and mutuality is
for the mentor and the beginning teacher to get to know one another through
informal conversation. Both mentor and beginning teacher could discuss such
topics as professional and educational background, interests outside of
school, and appropriate personal background. They could go on to discuss
topics such as teachers who have been influential in their lives, things they
are particularly proud of, and beliefs about education.
It is essential to the mentoring relationship that the beginning teacher
understands that the mentor’s role is to guide and support the beginning
teacher in his/her on-the-job study of the teaching and learning process and
his/her development as an effective teacher. To be effective in guiding and
supporting the beginning teacher, the mentor will need to appreciate and
respect the viewpoints of the beginning teacher, recognize the beginning
teacher’s strengths, and help the beginning teacher identify needs for
him/herself.
Conversely, it is essential that the beginning teacher develop respect for the
competency, caring, and wisdom of the mentor. This respect develops over time
as the mentor’s guidance, feedback, support, and advice helps the beginning
teacher be successful.
In this regard, it is essential to provide a safe and confidential climate in
the relationship so that the beginning teacher will be able to candidly
express needs, concerns, and deficiencies. Evaluation is the function of the
principal, not the mentor.
Beginning teachers are easily overwhelmed. Therefore, it is important for
mentors to give help in small, organized chunks. Try to focus on a few topics
or issues at a time. Be as specific and concrete as possible. Check for
understanding. Follow-up with the beginning teacher to be sure he/she was able
to apply the information given. Everything cannot be addressed at once.
Factors that Affect the Mentoring Relationship:
As noted above, the mentor and the beginning teacher may have very different
ideas and feelings about the same topic or situation. A number of factors may
contribute to this reality including how each person processes information and
experiences, what events and values have shaped the generations to which each
belongs, and what learning style each prefers. Without becoming overly
analytical, mentors may find it of value to reflect on how the mentor and
beginning teacher are similar and different in these areas.
Styles of processing information and experiences:
The following characterizations of different approaches to processing
information and experiences is derived from the Myers-Briggs Type Inventory
and the Martin Operating Styles Inventory:
The Thinker:
The Thinker receives and processes information analytically. Thinkers use a
deliberate and orderly approach to life and are concerned with reason,
principles, and logic. Being correct and having the right answer are important
values. They gather data and analyze information before making a decision.
They prefer a quiet and neat work space.
Strengths include organization and planning, making decisions based on data,
and remaining calm in emotionally charged situations. Under pressure, Thinkers
seems as if they have no feelings. Decision-making is slow. Behavior becomes
judgmental and controlling. There is a tendency to set perfectionist standards
which no one, including the Thinker, can attain.
The Feeler:
The Feeler receives and processes information through the emotions. Feelers
are concerned about relationships. Decisions are made based on like or
dislike, what feels right, and impact on self and others. They are friendly
and warm; people like to be around them. Their emotions show in their facial
expressions. They like a “homey” work space.
Strengths include creating a harmonious climate, using humor to diffuse
situations, and contributing to positive morale. Under stress, Feelers tend to
release emotions explosively. They enjoy gossip, and they tend to agree with
others to please them. They often feel used and unappreciated. Feelers tend to
take comments personally. They can have pronounced mood swings.
The Sensor:
The Sensor processes information through the five senses. Sensors react
immediately to what is happening their environment. They are highly active and
involved. Current information and events are very important, and they want to
act on problems immediately. They have a need to interact actively with their
environment. They value competition and practicality. Their work space is
likely to be busy and cluttered.
Strengths include taking timely action, accomplishing several tasks
simultaneously, and making quick decisions. Sensors' high energy and bias
toward action fosters momentum. Under pressure, Sensors may ignore others’
feelings and needs. A competitive attitude can turn into combativeness. They
may feel the need to do everything themselves. In an effort to act quickly,
they may waste time and do things in such a way that they will need to be done
over.
The Intuitor:
The Intuitor processes information creatively. Information is quickly
developed into a whole picture. Decisions are made based on a vision.
Intuitors can see possibilities that are not apparent to others. They are
innovative and imaginative, generate new ideas, and come up with creative
approaches and solutions. They frequently spend time alone. Their work spaces
are filled with unique items and projects that have been begun but not yet
finished.
Strengths include a unique perspective, seeing the future impact of
decisions, and independence. Under pressure, Intuitors may come across as
aloof and out of touch. Time schedules, details, and deadlines may become
unimportant. In conflict situations, there is a tendency to avoid
confrontation. Ideas generated under stress may be impractical.
Generational events and values:
In their 1997 book, Rocking the Ages, J. Walker Smith and Ann Clurman describe
their research indicating that members of a generation are linked to each
other through the shared life experiences of their formative years. These
experiences are called “markers”. Through these shared experiences generations
develop and retain similar values and life skills as they learn what to hold
dear and how to go about doing things.
These same experiences also serve to differentiate one generation from
another. It is a mistake to assume that just because people are turning a
certain age they will behave in the same ways as those who turned that age
before them.
Many authors have identified examples of events that affected generations
during their formative years and the values and characteristics that describe
the generation as a whole. (It is important to note that these characteristics
may not describe every member of the generation.)
Silent Generation Baby Boomers Generation X Millennials (Gen Y)
Born 1926-42 Born 1943-60 Born 1961-81 Born 1982-1999
The Depression The Great Society AIDS September 11
The New Deal Watergate Divorce The Internet
World War II Rock and Roll Sesame Street Multi-tasking
The GI Bill Color TV MTV Columbine
Radio Assassinations Desert Storm Nintendo
Social Security Vietnam Media Clinton Scandal
Conformity Individuality Diversity Confidence
Hard work Experience Participation Diversity
Self-sacrifice Self-actualization Self-preservation Commitment
Teamwork Self-reliance Vigilance Connectedness
Authority Information Peers Parents
Learning Styles:
The educational literature contains a wide variety of learning style theories
and models. Some theories advise diagnosing the learning style of a student
(cf. beginning teacher) and approaching him/her through the strengths of that
style. Other models recommend instructing in a manner that involves students
(cf. beginning teachers) in developing the facets of their learning styles
other than their preferred methods of learning.
The following information is derived from the research and model developed by
Bernice McCarthy. She refers to her theory as “4-MAT”. A definition for
“format” is “the style or type of something”, and she identifies four major
approaches to learning -- hence the name “4-MAT”.
McCarthy developed her concept around two dimensions: (1) the
thinking-feeling dimension, and (2) the reflecting-acting dimension. The
intersection of these two dimensions results in four methods of learning:
•discussion focusing on “why” (the problem) (reflecting and feeling)
•information focusing on “what” (the definition) (reflecting and thinking)
•coaching focusing on “how” (the solution) (doing and thinking)
•self-discovery focusing on “if” (the outcome) (doing and feeling)
These four methods also vary in terms of whether the teacher or the student is
more active
• discussion teacher interacts with student
• information teacher acts
• coaching student reacts
• self-discovery student interacts with teacher
McCarthy believes that all learners should cycle through each of these four
methods, even though the individual learner may prefer or have a strength in
one or the other type of learning. The task of the teacher (cf. mentor) is to
facilitate that movement.
As a student (cf. beginning teacher) moves through the cycle, the role of the
mentor changes. For the teacher, the cycle begins with capturing the beginning
teacher’s enthusiasm, and it ends with facilitating independence. During the
process, the mentor moves “from center stage to the wings”, “from the field to
the sidelines”. McCarthy describes the ultimate role of the mentor as
“spokesperson for the mission, servant to the process”.
Preferences of Adult Learners:
It is important to distinguish between the methods teachers use to teach
children and youth and the methods that are most effective with adult
learners. Adult learners value learning experiences that use analysis of and
reflection on their own experience as a resource. Adults grow to be
increasingly self-directed learners. Adults are problem-centered in their
orientation to learning, and they especially value learning that can be
applied immediately. These characteristics, which are extensively documented
by research on the learning process, make it very important for the mentor to
communicate with the beginning teacher in ways that help the new teacher
identify and solve his/her own problems and improve his/her own practice.
Mentor - Beginning Teacher Communication:
Effective communication is essential to the mentor-beginning teacher
relationship and to the quality of the guidance and support provided by the
mentor to the beginning teacher. It is important to remember that the ultimate
goal of mentoring is to help the beginning teacher become an independent,
reflective professional who can grow and solve problems on his/her own. This
section summarizes some important aspects of communication in the mentoring
process.
Questions that Prompt Reflection:
The mentor may be tempted to respond to a beginning teacher’s concerns or to
situations the mentor notices by telling the beginning teacher what to do (or
telling the beginning teacher what the mentor would do). However, to achieve
the goal of helping the beginning teacher develop into a professional who can
“mentor him/herself”, who can engage in “reflective practice”, it is essential
for the mentor to engage the beginning teacher in frequent conversations based
on open-ended questions. Open-ended questions involve the beginning teacher in
analyzing a variety of factors involved in his/her teaching. Examples of
questions that prompt reflection are:
Questions that help define:
• What evidence do you have of that?
• What do you want to happen?
• How did you arrive at that conclusion?
• Why did you decide to do it that way?
• What do you think the problem is?
• What were you thinking about when that happened?
• What were the students doing when that happened?
• What does this remind you of?
• What would be your criteria for ... ?
• Why do you think that happens?
• Why do you think that did / didn’t work?
• What would it look like if ... ?
• Can you talk more about that … ?
Questions that help determine action:
• What connection do you see between this and anything you have done
before?
• How else could you approach that?
• How could you accomplish that?
• What would you do the same / differently next time?
• What do you need?
• What have you tried before?
• What could be your next step?
• What do you think would happen if ... ?
• How would you feel if ... ?
• How might you be able to use this in other situations?
Active Listening:
Questions such as those listed in the previous section serve as prompts for
reflection by the beginning teacher. However, using this type of question does
not by itself build the mentor-beginning teacher relationship. Optimum
dialogue is fostered by the use of active listening skills such as:
Paraphrasing: reflecting back what the teacher says or does by
rephrasing, restating, translating, giving an example,
or summarizing to communicate that you understand the
teacher and acknowledge his/her ideas
• So what you are saying is ... .
• An example of what you mean is ... .
Empathizing: reflecting back the teacher’s feelings and emotional
state in addition to the teacher’s ideas
• You are frustrated because ... .
• You are angry at ... .
Clarifying: seeking more information in order to understand
something the teacher said or did
• Can you talk more about that?
• Could you explain what you mean by ... ?
• Could you give an example of ... ?
(Paraphrasing is used to acknowledge ideas when you are confident
that you understand what the teacher is saying; clarifying is used
when you do not understand.)
It is essential to effective active listening to refrain from expressing
judgment in terms of words, tone, and attitude. The listener needs to accept
the speaker as a person with certain ways of seeing things and with certain
feelings about situations, no matter how different those ideas and feelings
may be from one’s own.
It is likewise important to trust the teacher’s capacity to handle situations
and work through problems. In this regard, praise is as much a problematic
judgment as is criticism. Praise can in fact increase stress, undermine
motivation, and decrease initiative to try new things. In no way does this
mean that the mentor refrains from positive comments. It also does not mean
that the mentor refrains from sharing his/her own experiences and reactions to
the joys and challenges of teaching. Nor does this mean that the mentor
refrains from giving positive reinforcement to the beginning teacher’s
successes. It does mean, however, that the best support is for the beginning
teacher to have his/her ideas and feelings heard by a supportive person.
Adult Learning:
In almost all cases, most or all of the mentor’s experience has been in
teaching students of elementary or secondary school age. However, in the
mentoring process, the mentor is a teacher of an adult. Therefore, it is
important to be aware of the characteristics of adult learners.
Adults prefer learning situations that:
• are practical and problem centered rather than theoretical
• promote positive self-esteem by helping them become more effective
and successful
• integrate new ideas with existing knowledge
• show respect for them as learners and do not make them feel as if the
teacher is talking down to them
• capitalize on their experience
• allow levels of choice commensurate with their development.
Mentoring Calendar:
Specifically for the Nerinx Hall Community Year One
August:
**We are lucky that no teachers left Nerinx at the end of this past school
year, so we have no new teachers to Mentor this school year 2010-2011.
Agenda for New Teacher Orientation
August 10, 2009
9:00-9:30 Introduction/Prayer/History of Nerinx and Loretto – Jane,
Deborah, Sr. Barbara
9:30- 11:00 Angie and Jane – means of communication, policies,
attendance, daily schedule….etc.
11:00- 11:45 Other announcements – Regina, Becky, Deborah, info from Carol,
Pat, and Joyce
11:45 – 12: 45 Lunch/Meet mentors and optional tour with Deborah
12:45 – 1:45 Technology Information – Michael Coffey
1:45 – 2:30 Eclass and Edline – Mary Jude
2:30-3:30 ______________________
Since we will not have a New Teacher Orientation meeting, I have attached last
year's meeting's agenda. This is where many of the basic questions and
policies are addressed for the new faculty.
So I am updating this site for those of you who continue to mentor the faculty
members who are entering their second and third year with us. Those who are
returning to our Community.
Informally introduce yourself as mentor. (* You will be able to do this on
____ at the New Teacher Orientation Lunch – in the Library at___p.m.) **The
formal lunch will not take place this year 2010-2011. I hope that you will
make time to lunch with your Mentee sometime during the first weeks of school
in order to catch up and answer any questions which may come up.
*I am not removing information for new mentors so please feel free to review
it, as needed.
* Explain your role.
* Put the beginning teacher at ease.
*Introduce the beginning teacher to other faculty members.
Host the beginning teacher at the opening of school faculty meetings. (Please
check in with your Mentee on August 16th during the first full faculty meeting
of the year. Introduce her to people around you.)
* Give the beginning teacher a general orientation to the school. (Don’t try
to “go over” everything. Ask yourself “what are the things my new teacher
needs to know right now to feel comfortable and to get off to a good start?”
o The people
o The building
o School procedures
o Classroom procedures
o Routines
• Invite the teacher to the religious education institute.
• Assist the teacher with initial preparations as needed and
appropriate.(*Find out what room(s) she will be teaching in and show
her where they are. Ask if she has any questions about the room or
the block schedule, contact time, etc. Tell her where you teach and
where your office is.)
• Listen to and support the beginning teacher.
• Get to know the new teacher as a person (ask about his/her teacher
program in college, his/her family, likes and dislikes, interests).
• Set up follow-up meeting dates and times (* Find out when she teaches
and see if you share a common free period. Let her know when and
how she can get in touch with you, if she has questions.)
HEADS UP: THERE WILL BE WORKSHOPS ON:
Laptop Tip and Tricks (including the Mail program) in E2 on the
following dates: August 9, 2010 from 1-3 p.m.
August 10, 2010 form 10-12 p.m.
August 13, 2010: This is Freshmen Orientation. If your Mentee is a Freshmen or
Sophomore Moderator, she/he will need to be at this. This is a day when the
Sophomores take their Freshmen Little Sisters through their class schedule and
they have lunch together. Moderators are there to help them. Debbie Price
will plan the day.
Please explain Wednesday late start schedule. Students have a late start and
Faculty have meetings -there will be a Wednesday Meeting schedule provided.
I have not received this yet.
Freshmen Moderators and other Faculty can join the Freshmen and their parents
on August 14, 2010 for the Freshmen BBQ. This will include a Mass and dinner.
I believe that it will begin at 4:30 p.m. at School.
Opening Faculty Meeting: Monday August 16, 2010 There will also be some
technology training during this day or the half days of the first two class
days. Check the calendar that comes from Angie with your class scheudles.
First Day of School: Tuesday August 17, 2010 an "A" Day Schedule
• Talk through the teacher’s plan and procedures for the first
day.(*Nerinx has its own special brand of “first day” of school.
Please take time to explain the various activities that will occur on
this day. The Seniors’ greetings at the beginning of the day; the
shortened classes and Opening Liturgy. Since she is part-time find
out which cycle she will be teaching on.
Special Schedule First Day "A"Day Special Schedule Second Day "E"Day
7:55-8:20 Homeroom 7:55-8:20 Homeroom
8:20-9:35 Opening Liturgy 8:20 – 9:05 Opening Assembly
9:35-9:50 Contact 9:05- 9:35 Musical
Kick-off
9:50-10:30 A Period 9:35-9:50 Contact
10:30-11:10 B Period 9:50-10:30 E Period
11:10-11:50 C Period 10:30-11:10 F Period
11:50-12:30 D Period 11:10-11:50 G Period
Dismissal at 12:30 11:50-12:30 H Period
Dismissal at 12:30
• “Do” something special for the teacher on the first day.
• Reflect with the teacher at the end of the day. (*If possible try to
see your mentee before she leaves for the day and find out how the
day went.)
• Discuss and suggest procedures for learning names of students.
First Week of School: August 16- 20, 2010
• Remind the teacher about schedules, events, etc. as needed (* If your
Mentee is part-time, please ask if they have any questions and share your own
experience if you have been part-time here at NHS.) Explain class meetings
and Advisory Groups.
* On Thursday, August 19th there will be "class meetings" during Contact Time.
* On Friday, August 20th there will be Advisory Meetings during Contact Time.
Second Week: August 23-27, 2010
• Note that there are schedule changes on Monday August 23, 2010, this is a
“C” day: Homeroom will be extended from 7:55 to 8:35 for the Reading Tests.
This means their class may fall at a different time if they teach “C” period
–it will be shorter? I’m not sure, this wasn’t on iCal.)
• (*Explain what the calendar sales are all about and let them know how the
calendars work, so if a student tries to sell them one, they know what it is
all about. If she teaches Seniors, explain Open Campus for Seniors.)
*If your advisee is a Homeroom Moderator there will be Homeroom Moderator
Calendar Meeting during Contact on Tuesday August 24, 2010.
• (*If she teaches Freshmen, explain how we get eighth grade visitors in our
Freshmen classes. Explain Hey Day and the wearing of the beanies and warn her
that she will probably be invited to receive a beanie and dance on Hey Day.)
•Assist the teacher with developing and implementing lesson plans as needed.
(*Since a great deal of this year will deal with AdvancEd, talk to her about
this and offer any guidance you can. Her department chair will tell her what
is expected of her with regard to this.)
* August 27, 2010 is Friday and "Hey Day." Explain what "Hey Day" involves-
no classes, the responsibilities of each class level moderator. Remind your
mentee that students will return to homeroom to pass out calendars for the
calendar sales at the end of the days activities.
Third Week: August 30 - September 3, 2010
* There will be Green Club Meetings during Contact Time on Tuesday, August
31,2010. If your Mentee is moderatoring a club, explain the Club time
schedules. White Clubs will meet on Friday, September 3, 2010.
*September 2, 2010 is a Thursday, "F" Day and the First Calendar Turn in day.
Explain how calendar turn in works.
*Back-to-school Night will be on Thursday, Sept. 2, 2010. See iCal for the
time and schedule. Explain what happens on this evening.
*If your mentee teaches Freshmen or is a Freshmen moderator they need to know
that there will be a "Beanie Day Picinic" for Freshmen beginning the third
block of the day--September 3, 2010 is a "C" Day, so that would be "A" period.
•Be available to listen and advise.
•Discuss the teacher’s classroom expectations.
•Discuss the teacher’s procedures for grading students’ work. (*Encourage her
to attend the technology workshops being offered on PowerSource. Refer her to
Mary Jude and Linda if she has problems that you can’t answer.)
September:
• Review pertinent forms, procedures, deadlines, etc. as needed. (* Explain
the Wednesday late start schedules, Input meetings, Faculty Meetings, AdvancEd
Meetings, Department Meetings, and Curriculum Guide Meetings and Open
Meeting time. Talk to your mentee about Clubs and when they meet Green Clubs
on Tuesdays this year and White Clubs on Fridays. Explain Contact Time and
the Musical and other plays.
• Sponsor and accompany the teacher to the commissioning ceremony, if your
school has one. (*Nerinx does not have one of these.)
• Review location of resources – Technology Clinic, Counseling Office,
Resource Center, libraries, etc. –if needed.
• Assist the teacher with preparing a substitute teacher packet.
• Assist the teacher with planning for prayer and liturgy.
• Accompany the teacher to faculty meetings.
• Advise the teacher about attending faculty social gatherings.
• Help the teacher prepare for the back-to-school program. (*Back-
to-school night for us will be Thursday, September 2, 2010 7:00 to
9:00 p.m.)
o Advise the teacher that this is a time to explain his/her program,
not to confer with individual parents about their son’s/daughter’s
progress.
• Discuss the importance of parent contacts and role play parent phone
calls as needed. (* Explain how we can used PowerSource, email,
voicemail, and telephones to contact parents and keep them informed
about their daughter’s progress.)
*September 8, 2010 is a Wednesday, "D" Day and the Second Calendar Turn in
day. Explain how calendar turn in works.
*September 9, 2010 is a Thursday, "H" Day and the Final Calendar Turn in day.
Explain how what happens on this last turn in works.
*September 12, 2010 is a Sunday -- Freshmen Election Workshop 10-12p.m. This
is needed if any student wants to run for office of any kind during the coming
school year.
*Explain the "Kleenex Drive" -- this will begin on Sept. 13, 2010. Check the
calendar from Angie for the time these are due, it will either be 9 a.m. or 3p.m.
The Clubs will have their club fairs this week: Green Club Fair will be on
Tuesday, Sept. 14, 2010 during Contact. White Club Fair will be on Friday,
Sept. 17, 2010 during Contact.
* First Quarter Progress Reports will be due on Wednesday, Sept. 15, 2010.
September 20-24, 2010
*Monday, Sept. 20, 2010: Freshmen Speeches during Contact Time and Class
meetings for all other class levels. It is also a beginning of the Junior
Fundraiser.
•(* If she teaches Freshmen, there will be a Freshmen staffing on September
22nd, this is a Wednesday morning: Explain this to her and if she has any
questions that you can’t answer refer her to Debbie Price.)
• Accompany the teacher to the first home and school/parent – teacher
association meeting. (*Nerinx doesn't have these.)
• Assist the teacher with understanding and preparing for student
standardized testing. (*Nerinx does this in October with a testing
day.)
• If the teacher holds an IPC or PCI Missouri teaching certificate,
assist the teacher with making the necessary arrangements to attend
the Beginning Teacher Assistance Conference required by the state to
keep his/her certificate active. [Information on this conference is
distributed to beginning teachers at the archdiocesan New Teachers
Orientation and in the Missouri certification handout provided at the
orientation].
September 27 -Oct. 1, 2010
* Sophomores will be gone on Retreat Thursday, Sept. 30, 2010. Remind your
Mentee that there will be no Sophomore classes that day, but she may be asked
to sub for someone who is attending retreat, if she was scheduled to teach
Sophomores that day and is not going on retreat with them.
This is also the day that there will be a change in schedule-- I don't have
the exact schedule at this time. There will be Sophomore on retreat; Juniors
taking a Critical Thinking test and an Environmental Test; and Freshmen
attending and discussing The Faulty Logic Play. There will probably be
shortened periods.
• (*We will have a special schedule on September 30, 2010:
Special Schedule Below is last year's schedule. This may give you some idea of
what to expect. Check ical to find out what this year's schedule will be.
7:55-8:05 Homeroom
8:05-9:20 C Period
9:20-10:30 Class Event and/or Class Meeting
9:20-10:30 Freshmen: Faulty Logic
9:20-TBA Sophomore Event
9:20-TBA Junior Event
9:20-TBA Senior Event
10:30-10:45 Contact
10:45-11:55 D Period
11:55-1:55 A Period/Lunch
1:55-3:05 B Period
*Listen to and support the teacher on matters of concern.
* October 1, 2010: Father Nerinckx's Birthday -- There is usually some special
treat for the students and faculty to celebrate this.
*October 1, 2010 is an "H" Day and there will be an assembly on "Invisible
Children". Check the calendar for the special schedule.
October:
October 4 - 8, 2010:
*On Wednesday, October 6, 2010 "B" Day there will be a Sophomore Staffing. If
your Mentee teaches Sophomores she/he will be expected to attend this. Explain
how staffings work. Ask Counseling staff if you have more questions.
* Assist the teacher with the goal setting and information planning processes
that are part of the teacher evaluation process.
October 13,2010 is the day for all school testing. There will be no classes
and everyone will be assigned responsibilities to help either with the testing
of Juniors, Sophomores, and Freshmen or to help the Seniors with their Career
Day activities. It is the day before the end of first quarter.
• Assist the teacher with interpreting standardized test results. (*All school
testing is scheduled on October 13th, this is a Wednesday, but there will
probably not be a late start. She might be assigned to proctor one of the
standardized tests on that day. There will be a special schedule on that day.
*First Quarter ends Thursday, October 14, 2010.
* It will be followed by a Faculty Workday – no classes and no school on
October 15, 2010)
• Help the teacher prepare for the first report cards.(* Ask if she needs any
help with PowerSource. Explain how we have to put our grades online
using PowerSource and how we have to make sure that we are around to verify
the grades after we turn them in to Sr. Mary. They are usually due by 9:00 a.m.)
• Discuss use of student records as an information resource if appropriate.
* Help the teacher prepare for parent – teacher conferences; consider role
playing a conference. (*We have parent-teacher Conferences on Tuesday, October
26, 2010 from 4-7 p.m. Tell her that often the Fathers’ club will provide a
light dinner, just prior to the conference. If this is going to happen a sign
up sheet or notice is usually placed on the Faculty bulletin board in the
Faculty Lounge.)
• Help the teacher with ideas for special events and upcoming holidays as
appropriate.
• Be alert to identify and discuss any matters of concern regarding
grading,planning, and school procedures.
• Assist the teacher with plans for special circumstances as needed and
appropriate (e.g., indoor recess, majority of class on retreat or field trip,
shortened class schedule, etc.). (*September 30, 2010 will be the Sophomore
Retreat remind her that Sophomores will not have class at all on this day.
**Every Class has a retreat – Half of the Juniors will have retreat on
October 18-19, 2010. They will leave after school on the 18th and miss the
whole day on the 19th. None of the Juniors will have class on the 19th
because the half that are not on Retreat will be on the Plunge Field Trip.
This same thing will happen again on April 6th and 7th. The Juniors on
Retreat will leave after school on the 8th and all Juniors will be out of
school on April 7th –some on Retreat, others on The Plunge.
Seniors will have a two-night, three-day Retreat February 2nd through 4th.
All seniors will be gone and many faculty will accompany them. Finally,
Freshmen will have their Retreat on April 18th. All Seniors will be out of
classes on these dates.
Remind them that if they teach a class that is on Retreat the day they teach
this class, they will likely be asked to sub for the teachers on Retreat with
that class.
• Help the teacher prepare for the first report cards.(* Ask if she needs any
help with PowerSource. Explain how we have to put our grades online
using PowerSource and how we have to make sure that we are around to verify
the grades after we turn them in to Sr. Mary. They are usually due by 9:00 a.m.)
• Identify and explore duties and responsibilities outside the
classroom.’
• Listen to and support the teacher on matters of concern.
• Talk to the beginning teacher about the importance of personal time
and stress reduction.
• (* If you teach on October 20, 2010 – a Wednesday, “B” Day there
will be a Pep Rally Schedule:
Late Start/Pep Schedule
9:10-9:20 Homeroom
9:20-10:35 B Period
10:35-11:50 C Period
11:50-1:30 Lunch/D Period
(25 Minute Lunches)
*11:50-12:15 Freshman
*12:15-12:40 Sophomore
*12:40-1:05 Junior
*1:05-1:30 Senior
1:30-2:40 A Period
2:40-3:05 Pep Rally
Week of October 25-29, 2010
October 26, 2010: * Help the teacher prepare for parent – teacher
conferences; consider role playing a conference. (*We have parent-teacher
Conferences on Tuesday, October 26, 2010 from 4-7 p.m. Tell her that often
the Fathers’ club will provide a light dinner, just prior to the conference.
If this is going to happen a sign up sheet or notice is usually placed on the
Faculty bulletin board in the Faculty Lounge.)
Help the teacher prepare for parent – teacher conferences; consider role
playing a conference.
November:
November 1-5, 2010
*There will be Class Meetings during Contact Time on Tuesday, Nov. 2, 2010.
There will be a Walking Tour/Symphony on November 5th this will effect Seniors
in Humanities.
(*Explain Open House – Sunday, November 7, 2010 from 12:00 to 4:30 p.m.
Invite her to discuss this with her department chair, since different
departments require different things from their department members.)
November 8 -12, 2010 Mid-Quarter --Don't have the exact date for
Progress Reports.
*There will be a Sophomore field trip to the Synagogue on Wednesday, November
10, 2010. Sophomores will leave after homeroom. There will be no Sophomores in
class on this day. If a person teaches Sophomores on this day, she/he might
be asked to sub for one of the teachers going on the field trip with the
Sophomores.
*This is the week of the school Musical. Dress rehearsal will be on Wednesday,
November 10th. The Opening Night is Friday November 12, 2010 and there will
be performances for this and next weekends.
November 15 - November 19, 2010
*November 18, 2010: Thursday is an "H" Day and there will be a Peace & Justice
Assembly about SOA. There will be an assembly schedule see iCal.
* Review individual student needs and available resources to meet those needs.
**Talk to your Mentee about Final Exams. These will be given for all semester
and year long courses. She/he should discuss these with her/his Department
Chair. Explain the process and how we proctor 3 or 4 exams (ours and 2 or 3
others). Exams will be before Christmas break.
Next week is Thanksgiving.
* Discuss the importance of advent in the faith life of the school
community.(* We will have Advent Prayer Services on the Mondays during
Advent during Homeroom time. This begins on November 29th.)
* Discuss and assist with the pacing of lessons.
* Reflect with the teacher on the goals set as part of the teacher
evaluation process
* Listen to and support the teacher on matters of concern.
*Discuss instructional planning through the end of the semester as
needed, including relevant school expectations and alternate
schedules to be expected.
*Discuss the school community’s traditions and expectations regarding the
celebration of Thanksgiving, Advent, and Christmas, especially liturgies and
prayer services. (* Explain how we have a very special pre-Thanksgiving Mass
with alums returning to celebrate with us. This will take place on November
24th.: 7:55 START! Check iCal to make sure you know the correct schedule.
Thanksgiving Liturgy Schedule
7:55-8:10 Homeroom
8:10-9:00 F Period
9:00-9:50 G Period
9:50-10:40 H Period
10:40-11:30 E Period
11:30 Thanksgiving Liturgy
Dismissal following liturgy.
Thanksgiving Break: November 25th to November 28, 2010.
Discuss the importance of advent in the faith life of the school
community.(* We will have Advent Prayer Services on the Mondays during
Advent during Homeroom time. This begins on November 29th.)
* Discuss and assist with the pacing of lessons.
* Reflect with the teacher on the goals set as part of the teacher
evaluation process
* Listen to and support the teacher on matters of concern.
*Discuss instructional planning through the end of the semester as
needed, including relevant school expectations and alternate
schedules to be expected.
Remind the beginning teacher to be sure to log all professional development
activities in which he/she participates in order to document meeting the
in-service requirements for upgrade of his/her IPC or PCI certificate to a
CCPC certificate. (* This and the following four points are more for the
department chair and principal, but if you can help with these, please offer
your guidance and support.)
* Advise the teacher you are mentoring about what he/she can expect during the
rest of the year in terms of teacher evaluation by the principal; consider
role playing a classroom observation and pre and post conferences; explore the
beginning teacher’s feelings and concerns about the evaluation process.
* If possible, observe the teacher in the classroom for an extended period of
time.
* Assist the beginning teacher in identifying an area about which he/she
wants or adjustments the teacher needs to or would like to make.
o Together decide what data would be helpful in determining what
changes or adjustments the teacher needs to or would like to make.
o Determine an effective way to collect that information during the
observation.
o Observe the class, focusing on the area and data previously
identified.
o Give your notes to the teacher; avoid judgmental comments.
o In a conference later, solicit the beginning teacher’s reactions and
reflections about the lesson.
• Focus the beginning teacher on thinking through the issues and
alternatives and using the data from the observation in his/her
thinking.
• Focus on teaching vs. the teacher.
• Only offer suggestions and your assessment after the beginning
teacher has verbalized his/her thinking, and offer them only if
requested; be as positive as possible.
• Focus on long-term adjustments in routines and strategies rather than
short-term solutions
• Discuss the beginning teacher’s reaction to the conferences and
observation.
• What was useful, difficult?
• How will it be the same, different when the principal observes?
o Make sure the beginning teacher understands the difference between the
mentor’s coaching and the principal’s evaluation.
• The mentor’s coaching focuses on a specific area selected mutually
and is for the purpose of assistance, not evaluation. (*This is the
role we see Mentors doing best.)
• The principal’s evaluation focuses on all the criteria listed in the
evaluation booklet and is for the purpose of assessing the degree to
which the criteria are being met.
December:
November 29 -December 3, 2010
*There will be an Advent Service during Homeroom Period on Monday, November 29th.
• Assist the teacher with planning for seasonal celebrations as needed and
appropriate. (* Explain the Adopt-a-Family program; there will be a Day of
Reconciliation offered to the students – during the morning and their free
periods., theology classes also allow the students to take advantage of this
opportunity during their class time. This will be on December 1, 2010.
Thursday, December 2, 2010
The will be a Pep Rally:
Pep Rally Schedule
7:55-8:05 Homeroom
8:05-9:30 H Period
9:30-10:55 E Period
10:55-12:55 F Period/Lunch
12:55-2:20 G Period
2:20-3:05 Pep Rally
December 6 -10, 2010:
December 6, 2010 --Monday, an "E" Day There will be an Advent Prayer Service
and Advisee Meetings will have a visit from St. Nick's helpers. See iCal for
schedule.
December 8th we will celebrate Immaculate Conception with a Liturgy.
The will be a special Liturgy Schedule on December 8th:
Liturgy Schedule
7:55-8:05 Homeroom
8:05-9:20 F Period
9:20-10:30 Liturgy
10:30-10:45 Contact
10:45-11:55 G Period
11:55-1:55 H Period/Lunch
1:55-3:05 E Period
December 9, 2010:This is a "C" Day: Extended Homeroom for Adopt-a-family
collection
(*The Faculty Christmas Lunch will be on Friday, December 10th –this is a “G”
Day during the Lunch period.)
• Assist the teacher with providing an update on their teacher evaluation
process activities. (*Help and remind your mentee that she should keep her
PowerSource grades up-to-date. I don’t have the date for Progress Reports for
Second Quarter –figure about four weeks into the quarter. The quarter ends
on December 14, 2010.
This would be a very good time to explain the system used for Final Exams.
The dates for December are Wednesday, Dec. 15, 2010:
9:00 -10:30 English
11:00 - 12:30 Fine Arts
1:00 - 2:30 Math
Thursday, December 16, 2010:
9:00 -10:30 Theology
11:00 - 12:30 Computer/Business
1:00 - 2:30 Foreign Language
Friday, December 17, 2010:
9:00 -10:30 Science
11:00 - 12:30 Social Studies
1:00 - 2:30 Make-up
Explain how we have to proctor our own exam and then also those of other
departments, since all students are tested at the same time in each subject.
I will ask Jane to explain what responsibilities part-time people have beyond
their own exam. Explain how the times for exams are different in the Winter
and the Spring. Specific Schedules are on iCal.
Finally there is the Faculty Christmas Party on Dec. 16th.
Christmas Break begins after the make-up exam on Dec. 17th.
• Discuss inclement weather procedures as needed. (* Discuss the Snow Schedule
and the phone tree used for this.)
• Reflect on and assist with staff relationships
• Listen to and support the teacher on matters of concern
Christmas Vacation: December 18, 2010 to January 2, 2011
Merry Christmas and Happy New Year!
January:
January 3 to 7, 2011
January 3,2011
Share with your mentee the schedule that will happen on our return from
Christmas Break. How the student government presents a review of the past
semester and the goals for second semester.
Special Schedule
7:55-8:05 Homeroom
8:05-9:20 A Period
9:20-10:10 Opening Assembly
10:10-10:45 Class Meetings
10:45-11:55 B Period
11:55-1:55 C period/Lunch
1:55 -3:05 D period
* Assist the teacher with identifying needs and priorities for the second
semester.
* Explore areas in which the beginning teacher feels the most confident and
areas in which the beginning teacher feels he/she most needs to grow.
o Explore available professional development opportunities; consider attending
with the beginning teacher.
o Review where the teacher is in terms of the curriculum for the year that has
been taught and what remains to be taught.
• Review end of the semester procedures, reports, etc.
January 10-14, 2011
January 17, 2011 Dr. Martin Luther King Holiday -- no classes
January 18 -21, 2011
January 20, 2011: Diversity Assembly -- "C" Day with a special schedule.
March For Life is this weekend, some of our students will be leaving on
Friday for this.
Assembly Schedule
7:55-8:05 Homeroom
8:05-9:20 F Period
9:20-10:30 Diversity Assembly
10:30-10:45 Contact
10:45-11:55 G Period
11:55-1:55 H Period /Lunch
1:55-3:05 E Period
o Consider joint planning so that the beginning teacher can observe how you
plan, how you teach, what you value, what you consider a priority, etc.
Remind her that she may have students who are attending the March for Life in
Washington D.C. This will occur Jan. 21-23, 2011.
January24-28, 2011: This is also Teacher Appreciation Week
*Explain some of the things that happen during this week.
January 26, 2011 --Wednesday Morning Meeting about Registration
• Assist the teacher with the collection and organization of his/her artifacts
for the information plan and with the implementation of the activities
designed to achieve the goal(s) designed for the teacher evaluation process
for this year.
• Remind her to keep track of all of her professional development activities
for the whole year. You should also talk to her about the end of the year
self-assessment that we are asked to do. There is a copy of this in our
Faculty Handbook.
• Listen to and support the teacher on matters of concern.
• None of our new teachers have advisees, but you should explain that we will
have a Faculty Meeting to discuss Registration for next year. It can be a
good opportunity to learn more about the offerings and requirements for the
different courses offered at Nerinx. This will be the January 27th meeting.
• If possible, arrange for the beginning teacher to observe your class and
conference with you about the observation.
• Explore whether the beginning teacher wants to share with you the results of
the principal’s observations and evaluations to date; help the beginning
teacher process the experience and his/her reactions to it.
•Assist the teacher with planning for upcoming religious seasons and civic
holidays.
• Consider what you have done and could do to witness to your commitment to
your faith and to faith development.
• Reflect on your mentoring relationship with your beginning teacher to
celebrate his/her success and progress during the first semester.
January 31-February 4, 2011
January 31, 2011 will be a special schedule for Advisory Registration and
Class Meetings.
7:55-8:10 Homeroom
8:10-9:20 B Period
9:20-10:00 Advisory Registration
10:00-10:30 Class Meetings
10:30-10:45 Contact
10:45-11:55 C Period
11:55-1:55 D Period/Lunch
1:55-3:05 A Period
February 1, 2011: Outreach Assembly
February 2, 2011: Progress Reports are due.
Senior Retreat begins after school on Wednesday, February 2 and continues
through Friday, February 4, 2011. Many faculty members attend this retreat.
Those who teach Seniors but aren’t on retreat will be asked to cover the
classes for teachers on Retreat since their classes are gone.
February 7-11, 2011
February 8, 2011: Parent-Teacher Conference
Explore with the beginning teacher which students are struggling
academically, what supports are being given to them, what additional supports
are available, etc.
o Emphasize a team approach to meetings students’ special learning needs.
February 11, 2011: Advisory Turn in of Registration today during Contact.
February 14 -18, 2011: SHOUT Week (*Explain this to your Mentee.)
February 15, 2011:Pep Rally Schedule
7:55-8:05 Homeroom
8:05-9:30 C Period
9:30-10:55 D Period
10:55-12:55 A Period/Lunch
12:55-2:20 B Period
2:20-3:05 Pep Rally
February 16,2011 Special schedule: Talent Show
February 17, 2011: Theatre Day (*Explain this day)
Presidents’ holiday is celebrated on February 21, 2011 – No School.
February 22-25, 2011
February 28 -March 4, 2011:
Third Quarter Ends: March 3, 2011
Friday, March 4, 2011: Faculty Workday
March 7-11, 2011:
March 7, 2011: Begin 4th Quarter
Wednesday, March 9, 2011: Ash Wednesday Liturgy
Ash Wednesday Liturgy
Liturgy Schedule
9:10-9:20 Homeroom
9:20-10:30 Mass
10:30-11:30 G Period
11:30- 1:10 H Period/Lunch
(25-minute lunch)
1:10-2:10 E Period
2:10-3:05 F Period
There will be Lenten Services each week during Homeroom on Monday mornings, in
Lent: March 14th; March 28h; and April 4th; April 11th, 2011.
• Discuss the importance of Lent in the faith life of the school community.
• Reflect on whether your beginning teacher has indicated awareness of the
faith community atmosphere in your school; consider what needs to be or could
be done to enhance his/her experience of faith community.
• Explore with the beginning teacher which students are struggling
academically, what supports are being given to them, what additional supports
are available, etc.
o Emphasize a team approach to meetings students’ special learning needs.
o Emphasize student success as the goal.
March 10, 2011 will be the Quiz Bowl- there will be a special schedule for this.
AuxtioNerinx will be Saturday, March 12th. Explain this to your Mentee.
March 14-18, 2011:
Lenten Prayer Service during homeroom time March 14th.
March 15, 2011: Junior Ring (*explain what happens with this). March 16th
is the Jr. Ring Breakfast. If you entee teaches Juniors,
explain these to her.
March 16, 2011: Career Day for Juniors and Community Service for Seniors.
See iCal for more info.
March 17, 2011: Pep Rally Schedule
• Assist the beginning teacher with evaluating appropriate school involvement
outside the classroom; emphasize that the first priority needs to be his/her
teaching.
o Be aware that the beginning teacher may observe other teachers’ involvement
and feel that he/she needs to be involved to the same extent.
o Be aware that the beginning teacher may feel that taking on many duties and
committees will enhance job security.
• Share with your beginning teacher any new materials or resources helpful to
your own teaching and professional development which you have found recently.
o Be aware that by this time the beginning teacher may begin to
feel awkward about asking questions and seeking help; reassure him/her that
all teachers benefit from consulting and discussing with professional
colleagues, no matter how many years of experience they have.
• Realize that by this time in the year, the beginning teacher may have
become quite independent; continue your informal contact and availability to
show on-going interest and support; plan ahead for help that the beginning
teacher may need at times that will be especially busy for you.
• Explore with the beginning teacher his/her pace of progress through the
curriculum.
*******SPRING BREAK: MARCH 19- 27, 2011****** (*EXPLAIN THE FACULTY SHOW.)
March 28-April 1, 2011:
March 28th - Lenten Prayer Service, during Homeroom Time.
March 29th - Opportunity for Reconciliation Today. (*Explain how this works.)
• Check with the beginning teacher to see if he/she has any topics,
issues,concerns to discuss.
• Assist the teacher with preparing his/her information to submit for the
teacher evaluation process and with preparing their summary report.
• Consider joint planning of some instructional segment, special activity, or
event with your beginning teacher.
• Take some time to reflect on your mentoring skills and insights; consider
what strengths you will bring to future mentoring situations; explore in which
aspects of mentoring you could improve.
• Since you have spent so much time thus far with your beginning teacher
regarding valuable and appropriate field trips; explore whether your class
might take a joint field trip with your beginning teacher’s class if feasible.
• Work with the beginning teacher on gathering samples of students’ work for
upcoming school events.
• Assist the beginning teacher with preparation for the celebration of Easter.
•
April 4-8, 2011:
April 4th: Lenten Prayer Service during Homeroom time.
Tonight is National Honor Society Induction.
April 5th: SAC and SLC Speeches during Contact.
April 6th -7th Junior Retreat will begin after school and continue until 4
p.m. on April 9th. ** No Juniors will be in class on April 9th because they
will either be on Retreat or on The Plunge field trip.
April 8, 2011: Faculty Work Day: See Calendar from Angie to see if it is a
professional developpment day for faculty.
April 11- 15, 2011: ***This is the week for AdvancED Visiting Team
April 11th: Lenten Prayer Service, during homeroom time.
Assembly for Women of Excellence.
April 12 will be Freshmen Retreat.
April 13th: Progress Reports are due today.
April 18 -21, 2011: Holy Week
April 18th: Speeches for Class Offices during Contact.
April 21,2011: Holy Thursday Service
April 22, 2011: Good Friday--No school
Easter Break: April 22-25, 2011. Have a Joy-filled Easter.
April 26 -29, 2011:
April 26th Green Club Elections
April 28th White Club Elections and Academic Awards Night.
April 29th: Founders' Day (*Explain what happens on this day.)
*Discuss with your beginning teacher how the offering of contracts is handled
at your school.
*Be available to your beginning teacher when he/she finds out whether a
contract will be offered for next year.
*If the news is good, consider some type of modest celebration.
*If the message is uncertain, provide continued support until there is
a definite decision.
*If the beginning teacher will not be rehired, make sure he/she knows
why.
*If there is a reduction in force situation, make sure he/she knows it
is not sign that he/she is an ineffective teacher.
• Consider whether you can help the teacher find another job.
• Consider writing a letter of recommendation for the beginning teacher
highlighting his/her strengths and potential; make it clear to reader
that you have had the opportunity to work very closely with the
teacher for the better part of a year.
• Emotional support is of paramount importance at this time; consider
putting your beginning teacher in touch with someone who had the same
experience and found another job, perhaps a faculty member who came
to your school because of that circumstance.
• If your beginning teacher is not rehired, you may need to attend to
your own feelings about your work as a mentor.
• Do not blame yourself.
• If there are things you wish you had done differently, make note of
them for the next time you mentor a beginning teacher.
• Remember that you were selected by your principal to serve as a mentor
because of your expertise.
• Realize that you gave your beginning teacher much more than he/she
would have had without a mentor.
• Talk with your beginning teacher about your and his/her perceptions
and feelings about the mentoring process and your mentoring
relationship.
• Be alert to situations with your beginning teacher’s class that may
require a change in classroom management strategies as students
change with the change in weather and with the end of the school year
nearing.
May:
May 2-6, 2011:
May 3, 2011: Incoming Freshmen Welcome this evening.(*Explain the
responsibilities of Freshmen Moderators for this evening.
May 6th: Prom tonight.
Explain how the students get Prom Day off if they sell they calendars. With
this in mind – there is a special schedule set for April 29, 2010 this is for
the Faculty Show and hopefully will be followed with Prom Day (April 30th) off
for those of us who are not Senior Moderators –who will be attending Prom that
evening.
May 9 -13, 2011:
May 9th: Explain SHE Day and the other activities scheduled for this day:
7:55-8:10 Homeroom
8:10-9:20 B Period
9:20-10:00 Advisory - SHE Day
10:00-10:30 Class Meetings
10:30-10:45 Contact
10:45-11:55 C Period
11:55-1:55 D Period/Lunch
1:55-3:05 A Period
May 13th:Explain Class Day: (*Explain this to your Mentee.)
Class Day
7:55-8:10 Homeroom
8:10-9:25 G Period
9:25-10:40 H Period
10:40-12:10 Class Day
12:10-1:50 E Period/Lunch
(25-minute lunch)
12:10-12:35 Freshmen
12:35-1:00 Sophomores
1:00-1:25 Juniors
1:50-3:05 F Period
If you mentee teaches Seniors prepare her for the end of year activities for
Seniors, especially the fact that Senior Exams occur the week of May 16, 17, &
18. Explain how this works. Remind her that if she has a senior in danger of
failing that this must be made known to Jane.
May 16-20, 2011: Last week of classes for underclass persons.
Senior Exams May 16, 17, & 18, Baccaluareate May 20th
and Graduation -May 21st
Monday, May 16
8:00-9:30 Social Studies
10:00-11:30 Computer/Business
12:00-1:30 Science
Tuesday, May 17
8:00-9:30 Math
10:00-11:30 Fine Arts
12:00-1:30 English
Wednesday, May 28 - PLEASE NOTE THE TIME DIFFERENCE ON THIS DAY
9:10-10:40 Foreign Language
11:10-12:40 Theology
1:10-2:40 Make-up Exams
Explain what Prayers & Popsicles involves. This will be May 19, 2011 during
Contact Time.
Fourth Quarter will end May 20, 2011.
Baccalaureate will be this evening May 20, 2011 -- 7 p.m.
Graduation will be Saturday, May 21, 2011 all Faculty are expected to attend
these.
Final Exams for underclass women will be May 23-25, 2011:
Monday, May 23
Monday, May 23
8:00-9:30 Social Studies
10:00-11:30 Computer/Business
12:00-1:30 Science
Tuesday, May 24
8:00-9:30 Math
10:00-11:30 Fine Arts
12:00-1:30 English
Wednesday, May 25 - NO LATE START!!!!
8:00-9:30 Foreign Language
10:00-11:30 Theology
12:00-1:30 Make-up Exams
Final Faculty Meeting will be May 26, 2011.
Grades and Grade Verification are due June 1, 2011.
* Be alert to attitudes that permeate the school as vacation nears and their
effect on your beginning teacher; model keeping students actively involved in
learning.
• Review expectations and procedures for the close of the school year
including final assessments, final grades, student records, referrals to
specialists, communication with parents of students who need special help.
• Analyze the mentoring process with your beginning teacher; focus on what was
most important, what helped the most.
• Engage the teacher in analyzing his/her progress this year with a goal of
promoting his/her confidence and self-esteem by focusing on actual
accomplishments, not just positive feedback from another person.
• Consider some recognition of the teacher at the final faculty meeting of the
year; thank all faculty for their involvement in assisting the beginning teacher.
• Review the details related to closing school for the summer such as
inventories, book collection, room preparation, etc.
• Discuss spiritual, professional, and personal development activities for the
summer for your beginning teacher and for yourself.
Let me know how I can help you through the school year. If you have a
question, I will try to get you an answer. Please make regular contact with
your Mentee. I would appreciate any feedback and suggestions that you feel
will help us improve this program.
Thank you again for helping to make our new community members feel welcomed to
Nerinx.
Sincerely,
Deborah Casias Noonan
Theology Office
Extension 135
Voice mail 627
