Mentorship: How Can We Invest in Teachers to Shape Our Future?

Mentorship is crucial to the work we do as teachers and leaders. Over 50% of teachers leave the profession within the first five years and since the current educational landscape has currently shifted, retaining new and veteran teachers has never been more vital. It is important to recognize that teachers may require different supports that are crucial for sustainability.

Why is it critical for school districts to invest in building strong foundations for new teachers that will lead to long meaningful careers?

Educators have limitless possibilities for shaping and developing the mindsets, actions, and choices for many future generations over the course of their career timelines. They have unique opportunities to create experiences that empower learners to choose a lens that paves the way to purposeful pathways of happiness and success. Since education is in a constant state of transformation, it is critical that educators are provided with the essential tools and support to navigate the changes, challenges, and systems they live in. These supports will help them develop agency, self-efficacy, instill the confidence to share their own strengths, and unleash the talents of every human being they will ever encounter on their journey. Educators also understand that time is valuable and can be difficult to balance. Every minute, every interaction, every moment in their days are precious. However, out of all the ways educators spend their time, mentoring has one of the highest returns on investment. – Lauren

I recently completed a study with a doctoral student who examined a teacher’s job satisfaction, and the results have impacted the way I work with our teachers. Six of the eight factors discovered were centered around RELATIONSHIPS and the number one factor to impact a teacher’s satisfaction is the relationship with their supervisors. In discovering this factor, I now meet bi-weekly with our new teachers and the results have been rewarding for myself and the teachers have expressed how helpful the time we spend reviewing the book “Leaders of their Own Learning” and the Danielson Rubric together. Bringing me to the question; what is a mentor? -Rob

Here is what we get if we “google” the term:

OR to go a little deeper:

How can you leverage your expertise to build perspective around what it means to be a mentor?

Recognize Teachers are Leaders

Authentically, mentoring is grounded upon trust and supportive relationships among individuals who are willing to “do the work” to grow. I have had the great pleasure of working with Kyle Krueger and Will Law (Lighthouse Educator Development – https://theledproject.com/) while in New Mexico and was featured on two of their LED podcasts to further develop the ideals and concepts of leading/mentoring teachers to support students. This work guided me in my leadership/teacher role. I typically use the terms teacher and leader synonymously because teachers lead and mentor students to make life changing decisions; and, leaders work to lead and mentor teachers to inspire great lessons and relationships with their students. Simply stated, the influence we have as mentors has the power to change many lives dramatically.-Rob

No matter what your role is within an organization, if you have been afforded the special opportunity to work with kids, you are a leader, a mentor, someone who is working toward leaving behind a legacy that will leave an impact that reaches beyond the traditional time you spend together. Those imprints will latch onto the hearts and minds of every student and educator who crosses your path. This makes the induction years a critical component of the learning journey. -Lauren

What reflective practices allow you to build capacity within?

Use the Wisdom Around You

Teachers/Leaders are role models for children and adults alike and have the ability to change lives through words and actions. I had a choral teacher mentor, Paula Willis, who always said, “Rob, our students are the jewels of their parents’ eyes, treat them delicately.” I used this advice as a teacher and as a leader, it has shaped my empathetic lens and helped me to listen to understand rather than to respond.-Rob

Look around you, if you take a moment to view all of the people in your world as mentors, you will be able to mirror the qualities of those who have empowered you, while releasing practices you would never consider implementing from others. As we seek out mentors, it is vital to recognize that we must keep the students we serve at the core of the conversations. Our kids are watching us. They take in our every move, hang onto our words, and they will perpetuate the actions we model. So I ask you, what type of educator and mentor do you want to be? -Lauren

What actions can you take to shape the legacy you leave behind?

Show Vulnerability and Humility  

As I have moved through experiences I find myself reminded of the idea, “do what is right, even when no one is looking.” As a mentor and role model, I believe it is essential to have a positive core and be self-aware of your words and actions because we understand the power and must yield that power for others benefit. “It is the little things that make a BIG difference.”-Rob

A mentor is a role model who exudes a confident and intellectual humility. They possess a depth of knowledge and understand what it feels like to walk on paths of exploration and self-discovery. They impart what they have learned over the course of time to their mentees. A strong mentor will also acknowledge what they don’t know; they value the perspective that creativity, ideas, and innovation can live within anyone. Therefore, mentor/mentee partnerships embody a symbiotic synergy. Continuous communication, reciprocity, and collaboration are at the heart of learning, development, and growth. -Lauren

How do you walk softly in your role to guide with humble and authentic intent?

Level the Playing Field

People want to feel valued by their mentor, establish trust between one another, understand that the mentor is competent, and that the mentor cultivates the mentee’s security and sense of independence without seeing the growth as a threat. These four qualities are the foundation of a positive working relationship that will encourage growth for both the mentor and mentee. In any true relationship, both members are growing and learning.-Rob

Feelings are at the heart of trusting relationships. Mentors who trust their own vulnerability, are honest about their personal strengths and areas for growth, and are comfortable asking for help have greater success establishing circles of psychological safety with their mentee. Mentors who serve as systems of support create cultures of empowerment, communication, collaboration, and collective thinking. They are able to tap into an emotional drive that propels their mentees to trust their instincts as they embark on a path to become successful leaders, creators, and innovators. The quality of the journey will ultimately not be determined by what you think about it, but what you feel about it. -Lauren

How do you allow yourself to be open and vulnerable with your mentor/mentee?

  1. Cultivate authentic and caring relationships with everyone around you.
  2. Listen to understand and provide support with advice meant to change lives.
  3. Think before you speak: Is it helpful? Is it kind? Is it inspiring?

Leaders and mentors are competent in what they do and have been recognized by others as a “person to trust.” Through a successful record of experiences, a “surface” or foundational trust helps establish and then build a relationship through shared connections. The more the mentee feels valued and the deeper the relationship grows, the greater the trust becomes which leads the mentee towards independence. The mentor/leader is not threatened by this independence but rather stands proud alongside the mentee to learn and grow together, this further nourishes the sense of value in both individuals. This process is to be treasured because there are only a small handful of people who touch our lives that can withstand the tests of these “ebb and flow” relationships.-Rob

The mentor/mentee relationship is symbiotic in nature. The qualities and attributes in both mentees and mentors are synonymous. There is no magic wand for mentoring. The success of strong mentor/mentee relationships rests on the shoulders of WHO. WHO puts in the effort, WHO has sensibility, WHO has the dedication, WHO commits to the process. All of these things matter, but there is a little bit of strategy that goes along with this too. It is vital to consider WHO will be the right people to guide and create strong foundations for new teachers that lead to long, meaningful, impactful careers. When mentorship is approached from a holistic lens, it has the power to build social capital and unlock human potential. -Lauren

I believe our advice to any mentor would be to model the behaviors you want to see in a mentee because they will emulate all the nuances. As a parent, I am sure many of us can see ourselves (especially the not so good selves) mirrored back through our children. As for a mentee, listen twice as much as you speak, enjoy the journey, and be patient because growth and success take time. Similar to any great slow cooked BBQ dish, the smell may tempt us to jump into the smoker and grab a taste, but if we do not wait we will either get raw meat or burn our mouth. Take time to let things marinate and simmer otherwise we could wind up on fire and/or burn out too quickly. –Rob

     

Click HERE to print question card for discussion

It was a pleasure to collaborate on this blog post with Dr. Rob Wottawa!

Click HERE to learn more about Dr. Rob Wottawa

Harnessing the Minutes

Minutes are Meaningful

The first few months of school are suddenly behind us, but the collection of details from our loaded days are left in mind memory boxes that are waiting to be courageously unwrapped. Sometimes we wonder how time can just pass us by along with the magical moments that transpire in every minute of our days. I have seen educators approach those minutes in the day with courage, conviction, passion, perseverance, pride, and joy for what they were always destined to do. And now that we’ve settled in, the compilation of memories from our first few months is waiting for us to view them through questions of reflection when the timing is right. Sometimes, when we experience the moments in a day in real-time, it is difficult to see the depth of our impact. Sometimes we are not sure if what we are saying and doing matters. As educators, our jobs are to help people see the strength of their influence, the power of their presence, and the significance of the imprints they leave in the hearts and minds of the lives they touch. 

Pause to Reflect

Educators do so much on a daily basis to meet the needs of all of their learners, that it could be challenging to absorb the meaningful moments that manifest over the course of a day. It would be easy to let them just pass you by. Pausing to reflect on the big and small wins can motivate us to share stories and build momentum in others. In the book Innovate Inside the Box by George Couros and Katie Novak, Couros discusses the importance of looking back on your educational journey, “You’ll look back and see how you’ve changed and how your practice has improved. In a profession where learning is the focus of our job, growth is essential and the target is always moving.” How can we create space and time for educators to pause and reflect on their daily interactions with the multitude of people, tasks, and experiences they encounter across the minutes of a day? It doesn’t have to be a formal interaction. Perhaps it’s a hallway conversation, a simple email exchange of ideas, a text, a lunch conversation…  Could those reflections spark new and better ideas for the colleagues, students, and communities we serve?

Some questions I’ve been thinking about:

  1. What are some ways we can leverage relationships to create meaningful opportunities to discuss the moments that matter?
  2. How can we better trust our instincts to “feel” that we are on the right path?
  3. When can we utilize and maximize the expertise of our colleagues to build capacity within?
  4. Can we recognize our cognitive blindspots by inviting people with different perspectives into our conversations?
  5. How can we work to feel more comfortable with acknowledging what we don’t know to personally and professionally grow?

Harnessing the Minutes

George is right, the target IS always moving and we have to be intentional about the way we approach our reflections and practice as educators. My friend Meghan Lawson says that “small moves can have big impact.” I have been sharing this sentiment with colleagues because when we talk about teaching and learning, we don’t always have to make big shifts to see growth.   Our students are the key drivers of our decision-making. They will tell us where we need to go and it’s usually the small moves that catapult them to success. Time moves fast, don’t wait too long to harness the idea of reflection and embrace the meaningful minutes in your days as an investment in yourselves, your colleagues, and the greatest gifts, your learners. What you do matters.

4 Ways to Spark Written Conversations with Dialogue Journals

This post is inspired by the book The Best-Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning, Grow Fluent Writers . . . K-12 (Corwin Literacy) by  Harvey “Smokey” Daniels and Elaine Daniels

Learning and Shifting

Over the last year, every educator on the planet has learned a great deal about themselves, their students, and new ways to teach and implement instructional practices. During a global pandemic, they have graciously rolled up their sleeves, taken risks, and have connected with learners in innovative and meaningful ways. They have mined a variety of digital learning management systems, discovered new technological tools to elevate instruction, and have truly “showed up” for their students, colleagues, families, and communities! As the world shifts back to some sense of normalcy, educators across the country and beyond are beginning to reconnect with learners as they acclimate to the physical spaces they have always called home.

Challenges are Opportunities

During the most challenging times, educators have also found creative ways to rally learners, structure meaningful conversations, leverage intentional dialogue, and create a sense of psychological safety in their virtual and physical learning spaces. As educators and learners transition back to traditional learning environments, more than ever, it is recognized how the impact of human interaction can influence connection and elevate the social, emotional, and academic growth of students. Educators will continuously look for ways to create purposeful learning opportunities that strengthen relationships, cultivate connection, and manifest greatness within every learner they encounter. Life’s unexpected challenges are windows of opportunities waiting to be explored. That being said, “How can educators foster meaningful communication, reconnect with learners and create spaces where students experience deep, meaningful learning?” For me, dialogue journals have been a powerful way to tap into my students’ hearts, learn more about their passions and interests and monitor their learning in purposeful, intentional ways.

What Are Dialogue Journals?

Dialogue Journals are low stakes written conversations between two or more people. It is an authentic way to get every learner ‘talking’ regardless of their introverted or extroverted personality types. This experience holds all learners accountable to connect with peers and teachers, promote thinking and discussion about various content and topics. Additionally, learners build writing fluency and stamina by informally writing in note form more often about many topics with a partner or group. This practice supports the development of relationships and builds stronger connections between teachers and peers. Teachers can utilize literature, informational text, video, podcasts, illustrations, photographs, science phenomena and/or free writing prompts to get learners to actively participate in this process. Learners will start with a question, comment, and/or thought about the topic by including content knowledge and content-specific vocabulary. They will respond to one another and should keep the dialogue going. I call this fast and furious writing! This is when you write for a long period of time without stopping! Learners should not worry about grammar or spelling. They should be able to get all of their ideas out freely. 

Benefits of Dialogue Journals

  • Builds connection and relationships between teacher to students and student to student.
  • Levels the playing field because all writers (teachers and students) are viewed as learners.
  • Fosters circles of psychological safety and trust within the classroom community.
  • Creates inclusive spaces where all learners voices and perspectives are heard in a written format.
  • Develops writing fluency and stamina since students are writing for a longer period of time during the back and forth conversation style writing.
  • Writers can respond to various print and digital content while they explore and show their knowledge about various content areas.
  • Formative Assessment: Although it’s not suggested that teachers grade dialogue journal writing as this can prevent writers from writing fast and furiously and develop the confidence to get their ideas out, teachers can notice trends in writing and plan instructional moves to use at another time (whole class, small group, one-to-one).
  • Teachers’  and other students’ writing becomes a mentor text for the students.
  • Teachers use this opportunity to provide on demand feedback and personalized instruction (i.e. a student is capitalizing proper nouns, using punctuation at the end of a sentence, adding details).

Grounded in ALL of the New York State NGLS Lifelong Practices For Writers

What Supplies Do You Need?

  • Notebook/Digital Document (Google Doc)
  • Pencil/Pen
  • Writing Prompts
  • Teacher and Student Active Participation

How Can Writers Respond?

  • Make a comment
  • Ask a question
  • Share a connection
  • Agree and give reasons
  • Disagree and give reasons
  • Create illustrations/insert digital images

4 Ways to Spark Written Conversations with Dialogue Journals

Literature and Informational Text

Students can actively engage in reading, listening, and responding by utilizing a variety of diverse texts. Educators can use dialogue journals as an opportunity to read aloud or have the students independently read a plethora of novels, short stories, picture books, and articles that serve as launchpads for meaningful discussion. These written conversations about literature can evolve into talking more deeply about story elements such as character development, theme, setting, conflict, plot, and resolution. When writing about informational text, the conversations can develop around different topics in history or current events. Students may notice various text features and structures that help them make meaning of the text.

Photographs/Illustrations

“A picture is worth a thousand words” is a common expression many of us are familiar with. Visual media allows learners to analyze the details in images, talk about them, make observations, inferences, and generate questions. These images tap into a range of historical information and allow learners to make comparisons with the present and describe historical changes. They can also take on the perspectives of people in the past and develop their own wonderings. This can lead to inquiry and researching various topics in history in groups or independently. 

Short Video Clips

Video clips can be an engaging way to introduce new information, concepts, and often frame learning for students in a multi-model visual way. Videos are a great way to amplify and support understanding for all learners. Teachers will have to search video clips that are connected to students’ interests, pertinent themes, and topics that are relevant to the class. Video clips can be up to 7-10 minutes in length, but should not take too much time since the purpose of the clip is to inspire written conversation. Teachers can be selective as they want the video to make an impact and set the purpose for watching the video. Turn on closed captioning for learners too! This helps them access the digital content in a different way and invites them to read as they watch! 

Phenomena

When embarking on this experience, it is important to ground choices in the Next Generation Science Standards (NGSS) because more than ever before, science education is central to our lives. Science literacy is critical to making sense of complex topics that affect our world. Science is at the heart of designing, innovating, and creating jobs for the future. Read here for more information on why Science Standards matter.

For a scientist, phenomena is an observable event (i.e. a fall/autumn day, slip/fall, organisms eating, seasonal patterns). By using phenomena, learners are motivated to use written conversation to explain a topic. The focus of learning shifts from learning about a topic to figuring out why or how something happens. The focus is not just on the phenomenon itself. It is the phenomenon plus the student-generated questions about the phenomenon that guides the written conversation. 

Find NGSS phenomena here

Peeling Back the Layers

Dialogue journals give every student an opportunity to make meaningful contributions in safe spaces, share their voice, and develop an empathetic lens when learning about different perspectives within their classroom and school communities. One-to-one written conversations are invitations to peel back layers of the heart and mind; they uncover beautiful personal stories learners are awaiting to be acknowledged and shared.

EXAMPLES OF STUDENT DIALOGUE JOURNALS

Lifelong Practices Live Within

My Educational Journey

I have been in education for 15 years and throughout my career, I have served in many roles at the Elementary level. This includes Teaching Assistant, Classroom Teacher, Reading Specialist, and most recently, Instructional Coach. Throughout the trajectory of my career, I have always worked to challenge myself in every position I have ever served in. Each position has taught me how to fine-tune what I know and do; each position has allowed me to see and focus on my strengths and the strengths of others in order to provide the best opportunities for students to reach their social, emotional, and academic potential; each position has allowed to me stay true to my core beliefs while learning new ways to approach teaching and learning. And because I have been fortunate to travel this path, I recognize the value every role brings to an organization. Over the course of time, I have asked myself, “How can I continue to honor my core belief system as I navigate the different roles I serve in?” At the heart of this journey, it became clear to me that developing relationships, connecting, being human, and leading with empathy and grace, opens doors to creating a community of learners who work together to ambitiously develop solutions to instructional challenges.

Not the Same Educator

Five years ago my school district decided to invest in job-embedded professional learning at the Elementary level. They reached to educators within the organization who had a strong background in literacy to elevate literacy practices and bring shared experiences to four buildings. When I took on the role of Literacy Coach, my school district had already committed to embracing the balanced literacy approach; this is an approach to reading and writing instruction I feel very strongly about to the core as learners can authentically engage in rich literacy experiences including the reading and writing workshop, interactive read alouds, shared reading, small group instruction, one-on-one conferencing, and have choice and voice as they get to self-select from diverse texts across a plethora of genres. This was an opportunity to work side-by-side with teachers as I got to collaboratively write curriculum and develop meaningful assessments with teachers, students, administrators, and literacy consultants. Over the course of a few years, we developed 73 Units of Study that were grounded in the Teachers College Reading and Writing Project philosophy. I got to work intimately with the other Literacy Coach, a brilliant colleague, and friend as we rallied teachers together to analyze, reflect, and revise a live curriculum to meet the needs of a diverse population. Additionally, we purposefully and intentionally took an audit of all elementary classroom libraries and ordered books and mentor texts to support learners and enhance the curriculum. Furthermore, we vertically aligned the curriculum, so there was a smooth progression of literacy development from K-5 that was aligned to the learning standards. In the last few years, I worked with my other Instructional Coach colleagues to ensure continuity of instruction in the Reading and Writing Workshop model, provided meaningful professional learning experiences during faculty and grade-level meetings, and participated in formal and informal conversations about student learning. All of this heart work has always been grounded in best practice. Best practices and systems are what guided this incredible experience. During this time, my coaching belief system was shaped by Jim Knight’s Seven Partnership Principles (introduced to me by Jessica Gruttola during an Instructional Coaching workshop). These principles influenced conversations, theory, and practice. These are the principles that supported my team as we embarked on the mission of creating positive change. If we modeled the change we wanted to see by consistently using the Partnership Principles as a guide while keeping learners at the heart of the decision-making process, we were off to great things!

Jim Knight

It was this work that led me to deeply understand what teaching and learning practices would best support learners in order to move them to higher levels, guide them towards independence, and create lifelong learners.

Coaching 1        Coaching 2Coaching 3  Coaching 4

Coaching work I facilitated in faculty, grade level, and one-on-one meetings.

Taking A Leap of Faith

This year I am taking a leap of faith as I enthusiastically join the Middle School team where I will serve as a Literacy Specialist. Although I will always keep my years of elementary experience close to my heart, I am incredibly excited to continue to collaborate, connect, network, reflect, and share all I have learned in every role I have ever had the privilege of serving in with colleagues and learners. I am also inviting the learning curve that will come with acclimating to a new culture and climate. I will learn for, about, and with new leadership, colleagues, and learners. In making the transition from Elementary to Middle School, I believe that there is great strength in knowing and understanding the building blocks of learning, where the students are coming from, and what skills they should have mastered. If we work together towards building a bridge that will reinforce what they know while making new connections to learning, there will be a strong vertical progression of literacy development.  As I make this transformation to the middle level, there is one thing I know for sure… I will continue to honor my own core belief system and the teaching and learning practices I am so insanely passionate about. As I continue on my educational journey, I will never forget the experiences I have been a part of and the people who have impacted my growth along the way. They are all a part of who I am, and that will never change!

Keeping Partnership Principles at the Core

I created the infographic below to demonstrate how Jim Knight’s Instructional Coaching Partnership Principles translate to working with learners using a balanced literacy approach. I believe that belief systems in education can be applied to any learning environment, if they are in fact, best practices!

Keeping Partnership Principles at the Core (2)

Keeping Partnership Principles at the Core