Mentor Training: Essentials of Mentoring the Initial Educator

Based on solid research and Wisconsin’s rules for licensing educators, the WEA Professional Development Academy provides a practical and thorough mentor preparation and support program. Called EMIE, the Essentials of Mentoring the Initial Educator, it is delivered through a cadre of highly trained and experienced facilitators.
           
Originally developed in partnership with the Department of Public Instruction and CESAs, the EMIE program was refined through pilot testing in a number of small and medium-sized districts, input from experts and extensive implementation by Milwaukee Public Schools.

This mentor training is further enhanced by the availability of specialized programs through the Academy that deal with various aspects of school improvement. They include:

• ETS Pathwise®.
• KEYS (improvement strategies linked to a school culture assessment).
• Classroom management (establishing an effective classroom climate).

These programs are described below.  Additional online support systems are being developed.

Need for Mentor Training

Wisconsin’s licensure rule for educators, PI 34, requires school districts to provide initial educators with a qualified mentor. In addition, they must deliver ongoing orientation as well as support seminars (http://dpi.wi.gov/tepdl/pi34.html#initialeducatorlicense3417).

The primary intent of the EMIE training, therefore, is to provide districts with quality mentors at a reasonable cost so the requirements of PI 34 can be met. Another important intent, however, is simply to provide a solid foundation to support an overall learning environment in schools and classrooms. In summary, the purpose of the EMIE training program is two-fold:

• To deliver the knowledge, skills, and dispositions for professionals to mentor initial educators under the requirements of PI 34.
• To build a strong mentoring community committed to supporting professional growth that connects in positive ways to student learning. 

Wisconsin-Specific: Connection to PI 34

The EMIE training program focuses on Wisconsin’s PI 34 requirements and its substantial role for mentors as well as the broader school community. It does that by including the following components specifically related to PI 34:

• Understanding, using, and modeling Wisconsin Teacher Standards.
• Modeling reflection in professional practice.
• Linking professional growth to student learning.
• Coaching and writing the Professional Development Plan (PDP).
• Creating a district system of support for initial educators.

EMIE is designed to be performance based with a focus on advancing student learning through conscious application of the Wisconsin Educator Standards. Because these standards include specific knowledge, skills and dispositions for quality educator performance, they are especially useful in helping mentors guide new educators in their growth as professionals.

The Academy’s mentor training is appealing to districts in part because of its broad and immediate application to the job setting and staff members. Any educator can benefit from the EMIE training, whether he or she is currently mentoring someone or not. By engaging in the PI  34 process of writing a PDP, using standards, reflecting on performance, setting a long-term goal that connects professional growth to student learning, all participants learn the skills to gauge their professional practice and how it impacts the students they serve.

Learning Community Model

The EMIE training program was designed through research on professional learning communities, with particular emphasis on the approach of Richard DuFour. As such, its focus is on building a reciprocal relationship between the mentor and the initial educator as well as building a mentoring community that provides collegial support for all professionals regardless of years of experience.

The training builds on the notion of creating an active and vital school culture through this professional learning community. It fosters an atmosphere where educators continually assist and guide (mentor) each other throughout their careers. As Professional Development Plans (PDPs) become the driving force of licensing in Wisconsin, they can also be the driving force for developing healthy cultures of professionals learning and growing together. Equipped with the knowledge, skills, and dispositions of a mentor, professionals and initial educators can develop PDPs and support continuous learning through collaboration, assistance, and support.

With its foundation in professional learning communities, the Academy mentor training takes traditional mentor programs into another dimension. Not only does it provide the tools and techniques for the mentor-initial educator relationship, but it also builds in the structure for creating and sustaining a healthy professional community throughout the district.

Overview of Training Program

The EMIE program is delivered through a series of modules that are designed to be flexible and practical. The modules vary in length, allowing for follow-up and “just in time” learning for both mentors and initial educators. Program highlights are explained below.

Because of the design flexibility of this program, it can easily be offered as a credit course. In the “Delivery” section below, various options are shown for districts choosing either approach - credit or non-credit.

Needs Assessment.  A Needs Assessment is available to help districts determine the best possible training scenario for their situation. It is designed to survey educators about their current knowledge of PI 34, the Wisconsin standards, collaboration, communication, reflection, writing a PDP and supporting the initial educator.

The assessment can be distributed to educators in a school district prior to finalizing the training schedule. With the results, facilitators can work with the district to determine the order and emphasis of the training modules.

Training Modules. There are nine modules in the EMIE program:

Module 1:  Overview of PI34 - Creating a Context for Quality Mentors
Module 2:  Sharing a Vision for Professional Performance
Module 3:  Building Collegial Relationships
Module 4:  Collaboration & Communication
Module 5:  Focus on Student Learning
Module 6:  Reflection
Module 7:  Writing the Professional Development Plan
Module 8:  Developing Mentoring Communities
Module 9:  Creating District Support System for Initial Educators

Each module consists of basic information (skills and knowledge), activities, templates, supplementary materials, resources and a PowerPoint. Current development is underway to enhance the modules and overall training through online resources and communities.

Delivery.  Although each module can stand alone in its content and usefulness, the combined implementation of all nine leads to a comprehensive and systemic training that builds district and/or building capacity under PI 34. 
 
Each module is designed for approximately one to two hours in length. As such, they can be delivered separately or combined, depending on the results of the Needs Assessment and district preferences and schedules. 

Outstanding Facilitators

The facilitators who deliver the Academy’s mentor program are highly trained and experienced, having been recommended for their background in mentoring and/or coaching as well as their proven skills in training. Many have served as long-time district mentors to new or struggling educators, and have participated extensively in a variety of mentor training experiences.

Specialized, Supportive Training Opportunities

As noted near the beginning of this section, the Professional Development Academy provides a number of specialized programs that can support the mentor training. These are described below.

ETS Pathwise®:  The Pathwise® - Framework for Teaching Series offers a variety of professional development programs that create a framework for improving curricula, teacher performance, and schools. The series of courses, workshops, and books is tied to research-based standards that provide the education community with a common language. These programs help teachers and school leaders at all levels improve their skills and incorporate recognized best practices.

It recognizes the active nature of learning and the complex decision-making that characterizes good teaching. It identifies four domains of teaching that intersect: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities.

KEYS (Keys to Excellence for Your Schools):  KEYS is a process for school improvement. It begins with an assessment (survey) completed by the school community (teachers, support staff, administrators, parents, community leaders, etc.) that yields information about targeted indicators of school quality known to correlate with high student achievement.

With the assessment data, schools can begin an improvement process that incorporates the “KEYS” of school quality: a shared understanding and commitment to high goals, open communication and collaborative problem solving, continuous assessment of teaching and learning, personal and professional learning, supportive resources, and curriculum and instruction.

Classroom Management Course:  As part of its online learning series, the Academy offers an online classroom management course. The focus of the course is on practical strategies for ensuring a well managed and effective learning environment. The course covers overall classroom management, ranging from the establishment of a positive learning environment to dealing with student discipline. Lessons include readings and activities, interaction with other students, and resources and tips. Video clips of typical classroom situations highlight some of the lessons. 
An instructor interacts with students, and the course can be taken in its basic form or for graduate credit through Cardinal Stritch University. Participants can sign up for the course at any time on an independent basis. For more information or to sign up, go to www.pdalearning.org.

More Information

For more information about the mentor training program (EMIE) or the specialized trainings noted above, contact the Academy at academy@weac.org

Posted September 2, 2008