What+Successful+Mentors+Do

What Successful Mentors Do   Cathy Hicks   Neal Glasgow   Sarah McNary ||
 * 1 || Don't underestimate the rigors of the induction period for new teaches ||
 * 2 || As a new mentor, be willing to exchange ideas with mentor colleagues as a means of professional development ||
 * 3 || Look at the mentoring process as more than a one on one relationship ||
 * 4 || Encourage beginning teachers to look at conflict and tension as opportunities for personal growth and change ||
 * 5 || Use site policies as an induction topic and a consideration in mentored relationships ||
 * 6 || Mentally prepare for special challenges such as late hires to the school or new teachers taking over classes mid-year. ||
 * 7 || Be aware that beginning teachers in less effective schools are at greater risk for leaving the field than those teaching at more effective schools ||
 * 8 || Integrate the principal into the induction loop as a key source of support and guidance for the beginning teacher ||
 * 9 || Use job sharing arrangements to produce personal and supportive relationships within the learning environment. ||
 * || [[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="144" height="123"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]] ||
 * 10 || Encourage beginning teachers to think about homework from the perspective of students ||
 * 11 || Encourage beginning teachers to add humor to student interactions ||
 * 12 || Show beginning teachers how to lighten their own loads by training students to be tutors. ||
 * 13 || Help beginning teachers and student teachers understand the full range of the non academic curriculum students bring into the classroom ||
 * 14 || Help beginning teachers understand the factors that foster the avoidance of "help seeking behavior" in the classroom ||
 * 15 || Help beginning teachers to come to grips with the factors that influence motivation within their students and their classes ||
 * || [[image:granny-smith-apple1.jpg width="144" height="123"]][[image:granny-smith-apple1.jpg width="144" height="123"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]] ||
 * 16 || Introduce beginning teachers to student perspectives on effective class management ||
 * 17 || Encourage beginning teachers to learn about youth culture and use it to engage students in learning ||
 * 18 || Remind beginning teachers to save their voices by engaging students in curricular conversations ||
 * 19 || Encourage beginning teachers to recruit a teaching partner as a peer coach ||
 * 20 || Ensure that beginning teachers actively address negative behaviors in their classrooms ||
 * 21 || Help beginning teachers fit everything in by making realistic time estimates during lesson planning. ||
 * || [[image:granny-smith-apple1.jpg width="144" height="123"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]] ||
 * 22 || Encourage beginning teachers to define themselves as teachers beyond their subject matter or content knowledge. ||
 * 23 || Help beginning teachers to establish scaffolds for complex skills and procedures ||
 * 24 || Support beginning teachers in expanding their use of rubrics as instructional tools ||
 * 25 || Encourage beginning teachers to develop the art of questioning by building in wait time ||
 * 26 || Help beginning teachers to develop a variety of instructional strategies to stimulate student interest ||
 * 27 || Assist beginning teachers in using student peers to scaffold student learning ||
 * 28 || Encourage beginning teachers to make the one of one on one student contacts ||
 * 29 || Encourage beginning teachers to increase their understanding of student learning styles ||
 * 30 || Remind beginning teachers that less equals more when they are streamlining the content of their curriculum ||
 * 31 || Encourage beginning teachers to use the opportunities provided by out of school learning environments ||
 * || [[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]] ||
 * 32 || Encourage beginning teachers to consider alternate assessment styles and instruments for selected activities ||
 * 33 || Emphasize the need for beginning teachers to give their students explicit, detailed feedback rather than just marking student responses right or wrong ||
 * 34 || Teach beginning teachers how to use assessment strategies to inform instructional goals for powerful learning ||
 * 35 || Familiarize beginning teachers with state and national standards to establish benchmarks for assessing student literacy ||
 * 36 || Encourage beginning teachers to look beyond test scores to portfolios ||
 * 37 || Encourage beginning teachers to use ongoing evaluation techniques to enhance student learning ||
 * 38 || Encourage beginning teachers to deepen their understanding of the wide range of specific factors associated with student underachievement ||
 * 39 || As beginning teachers grade student writing assignments, encourage them to consider what students are able to do well before noting what needs improvement. ||
 * || [[image:granny-smith-apple1.jpg width="144" height="123"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]] ||
 * 40 || Insist that beginning teachers post an agenda before the start of class ||
 * 41 || Help beginning teachers manage the special challenges within block scheduling ||
 * 42 || Ensure that beginning teachers use a variety of instructional strategies ||
 * 43 || Remind beginning teachers that improving personal organization has a positive impact on student achievement ||
 * 44 || Encourage beginning teachers to not let everyday activities obscure class goals and long term objectives ||
 * 45 || Assist beginning teachers in looking behind the scenes to establish context when assessing the teaching styles of others ||
 * 46 || Remind beginning teachers to become classroom managers before becoming content specialists ||
 * || [[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]][[image:granny-smith-apple1.jpg width="145" height="124"]] ||
 * 47 || Encourage beginning teachers to use a "hypothesis and frequent reflection" strategy when working with students who have special education needs ||
 * 48 || Advise beginning teachers to prepare general education students with instructional strategies prior to forming cooperative groups that include students with disabilities ||
 * 49 || Encourage beginning teachers to be creative in designing ways to support and challenge students with severe disabilities who are included in general education classrooms ||
 * 50 || Encourage beginning teachers to use a reflective narrative model to facilitate behavior modification decisions ||
 * 51 || Suggest that beginning teachers consider increasing the pace of instruction rather than reducing it when teaching students with special needs ||
 * 52 || Suggest that beginning teachers facilitate their planning for students with special needs by using graphic organizers such as the Summary of Individualized Objectives ||
 * 53 || Remind beginning teaches who refer students for special education assessments to consider all their students, not just the students with obvious behavior issues. ||
 * 54 || Encourage co-planning, co-teaching, and team efforts to support the needs of challenged students ||
 * 55 || Recommend that beginning teachers use activity based learning strategies when working with students with ADHD ||
 * 56 || Recommend that beginning teachers use activity based learning strategies when working with students with at risk students
 * 57 || Help beginning teachers sensitize themselves and embrace the diversity of today's classrooms ||
 * 58 || Foster site-specific awareness of diversity in the beginning teacher's school or district to support the development of culturally inclusive teaching practices ||
 * 59 || Be prepared to undo stereotypical beliefs and ideas from different social or cultural settings ||
 * 60 || Help beginning teachers see themselves through the eyes of their students ||
 * 61 || Encourage beginning teachers to develop culturally responsive teaching strategies that align with students' ways of knowing, communicating, and being ||
 * 62 || Encourage beginning teachers to develop multicultural connections in all disciplines ||
 * 63 || Remind beginning teachers that all cultures add value to schools and society and encourage them to reflect on and promote positive ethnic identities ||
 * 64 || Encourage beginning teachers to explore and reflect on their own individual beliefs about privilege, bias, diversity, and multi-cultural education ||
 * 65 || Remind beginning teachers to look beyond content to understand that English language learners come with a variety of challenges and needs ||
 * 66 || Assist beginning teachers in recognizing and eliminating signs of subtle gender bias in the classroom ||
 * 67 || Remind beginning teachers that students sometimes treat female teaches differently than male teaches ||
 * 68 || Encourage beginning teachers to be sensitive to issues affecting gay and lesbian youth ||