Mentorship Matters: 8 Tips for Developing a Strong Mentor Program-Series 1

This blog series is being written from my perspective as I am a Mentor Coordinator K-12 in a school district in Long Island, N.Y. I will share my experiences as my mission and vision is to continuously develop a Mentor Program that will build a strong foundation to support educators during their first years of teaching and for the rest of their educational journeys. Refer to the Mentor Program tabs, #LBLeads 2019-2020 and #LBLeads 2020-21 in my digital portfolio as a window into my experiences.

Making the Commitment

Every year, school districts around the world entrust thousands of new educators to serve their communities as they hire and provide them with a special opportunity to begin long, meaningful educational careers. Most likely, these educators have endured rigorous processes that have determined that they are capable of making an unmistakable and everlasting impact on the lives of the world’s most precious gifts….children.  Make no mistake about it, when one makes a commitment to becoming an educator, they are assuming a tremendous responsibility to create pathways of promise that have the power to influence learners for the rest of their lives. 

A Calling
Teaching is not just something you do, it’s a calling; it’s a beautiful gift; it’s an opportunity to unleash the talents within every human being you encounter; it’s a time to cultivate powerful relationships that have the chance to stand the test of time; teaching creates a space to collaborate with colleagues and builds bridges to connect previous learning to new and innovative ideas. Educators are responsible for shaping significant moments in time that can leave profound imprints in the hearts and minds of every learner they touch. Teaching is also hard work. It can be extremely emotional. It can be draining. But, it’s so incredibly rewarding. That being said, how can school districts build on the strengths of new teachers while providing them with the appropriate support for continuous growth and development? There is one phrase that comes to mind: Mentorship Matters!

Why Mentorship Matters

Developing a strong mentor program has one of the highest returns on investment. Leveraging the creation of powerful professional learning communities will foster the next generation of teacher leaders and help educators see the value of being in a constant state of learning and transformation. According to the New York State Mentoring Standards, “Teacher induction is critical to the overall preparation and professional development of beginning teachers and builds on their continuum of experiences from pre-service programs to ongoing career development spanning time as described within the Teacher Career Development Continuum. Coupled with mentoring standards, induction accelerates the process of creating highly effective teachers whose goal is to enhance student learning and achievement.” Establishing and implementing a strong mentor program enables novice teachers to be guided by mentors to help learners reach their maximum social-emotional, cognitive, and academic growth throughout their school years and beyond. This distinguished responsibility empowers more experienced educators to take everything they have learned and “pay it forward,” to help new teachers acclimate to the culture and climate of an organization, shatter the walls of isolation during the inception of their careers, and shape the next generation of teacher leaders.

8 Tips for Developing a Strong Mentor Program

8 Tips for Developing a Strong Mentor Program

  1. Align with State Mentoring Standards– It is paramount to refer to the Mentoring Standards provided by the state/country you reside in. These standards offer a set of guidelines that are critical to teacher induction and to the design and implementation of relevant and meaningful learning experiences. This enables the Mentor Coordinator to establish systemic efforts that will shape and sustain the first experiences in the careers of new teachers. 
  1. Voice and Choice– It is vital to include educators in the decision making process to share what kinds of professional learning they want to experience. It is also critical to recognize that educators enter the teaching profession with many strengths and areas for growth. It is also the responsibility of the Mentor Coordinator to ensure that the professional learning choices are grounded in the vision and mission of your school district. As an example, providing educators with a Google Form with a list of choices as well as a space to add any additional thoughts/ideas for professional growth will empower them to take ownership over their learning.
  1. Professional Learning Communities- By establishing a learner-centered culture of trust, connection, communication, and collaboration, educators have an opportunity to see the value in intentionally creating spaces to collectively set reasonable, learner-driven, evidence informed goals and share ideas of instructional practice that will benefit ALL learners in their organizations they live in. Not only will this improve the skills, expertise, and knowledge through professional dialogue, it will foster a desire to improve educational aspirations, achievement, and cultivate the next generation of teacher leaders. These teacher leaders will become an integral part of a cycle that improves and encourages innovative teaching and learning practices.
  1. Select a Professional Book as a Framework- One of the most valuable components of a strong Mentor Program is to find timeless professional books by outstanding authors who can share their authentic experiences as educators at different levels of an organization. These are books that encompass innovative and relevant messages that will stand the test of time regardless of what transpires in education. These leaders in education bring a special and unique value to the learning experiences you commit to embark on. Take a deep dive into these books and be sure to connect the messages of the authors with your district’s mission and vision. These are the books that will serve as frameworks to drive the learning process. The books I intentionally chose are The Innovator’s Mindset by George Couros and Personal and Authentic by Thomas C. Murray. Both of these authors have shared incredible resources and have been continuously accessible and supportive to the new teachers, their mentors, and me in our efforts to keep learners at the heart of decision-making and implement lifelong practices that will prepare learners for any path they choose to create.
  1. Invite Other Voices- It is crucial to highlight the educators within your organization to facilitate professional learning experiences. This provides new teachers with opportunities to connect with other educators across the school district, but also elevates the teacher leaders and administrators that can share their knowledge and best teaching and learning practices with your educational community. Additionally, you will want to invite educators/speakers outside of your school district who can offer a fresh perspective on various topics in education. Those voices are also valued as they have seen the work of other school districts around the world and can share a lens that can push your thinking outside of your comfort zones!
  1. Create a Digital Footprint: I have always stressed the importance of making your learning visible by sharing best teaching and learning practices with colleagues in your organization and beyond. By creating a Mentor Program hashtag and Twitter handle, this allows participants in the program to showcase the incredible work within their learning spaces to a larger community. This will in turn help other educators create and form ideas that will ultimately benefit all learners! Feel free to check out the #LBLeads and @LBMentorProgram hashtag I created for the Mentor Program I facilitate.
  1. Connected and Networked: In The Innovator’s Mindset, George Couros says, “Being in spaces where people actively share ideas makes us smarter.” Social media provides a space to connect with other educators who can share our mindsets, but also push our thinking to create new and better ideas. It is in these spaces where we can get inspiration from other educators and organizations outside of education to try something we haven’t thought of before. Creating a culture of learning and innovation happens when meaningful connections are made beyond the walls of the organizations we live in. It is within these spaces that new possibilities are discovered to benefit learners who have the potential to make change today and in the future!
  1. Give Recognition: Everyone within an educational organization works tirelessly to meet the needs of their learners. New teachers are acclimating to the culture and climate of a district, are learning to understand their community, are building new relationships, learning new standards, and a new curriculum, while meeting the needs of all families and students. They deserve all the recognition in the world! Celebrate your teacher leaders. It is human nature to want to feel valued and recognized. At Mentor Meetings, highlight the work they have been doing by looking through the hashtag you created and put those tweets on a few slides! Have them explain their “why” behind their practices. For the educators who are not on social media, have them send pictures of their work and get their permission to share! The return on this investment of time will be monumental! 
Chapter 1 Book Quote– Personal and Authentic by Thomas C. Murray

We’re Doing a Good Job…

Showing Up

My educational journey has led me to teaching middle school learners in the midst of a global pandemic…I know I’m better for it; I’m better for it because my students, colleagues, and PLN have shown me the way. They have taught me to be more patient. They have taught me to be more flexible. They have taught me to embrace the failures and frustrations. Together, we have questioned the status quo and the implementation of instructional practices. Together we have learned new digital platforms and tools to support student learning. We have lifted each other up when we are feeling down or inadequate. We have celebrated successes big and small. We have shared our failures so we can learn from them. This time, last year we could never have imagined being in the position we are in now, but we are HERE. We are showing up and working together to love, support, and serve our learners in every way possible.

An Inspiring Message

A few weeks ago, speaker, educator, and author Thomas C. Murray posted a YouTube video with the caption, “To our first responders, health care workers, educators, and those that are helping by pouring their lives into others each day in the midst of this pandemic… THANK YOU. If you watch one thing today, make it this.”

If you haven’t seen this, watch it, please! I played this video multiple times and every single time I view it, I cry a little harder. Before the holiday break and I wanted to come up with a simple, meaningful activity to share with my learners that would inspire us to reflect on the year 2020.

Here is the activity:

  1. Watch the video “Good Job” Covered by One Voice Children’s Choir– Give a brief introduction to the video but consider not frontloading too much information as students should be able to respond and share authentically. 
  2. After discussing sentiments, thoughts, and feelings about the video, I shared a letter I wrote to my students about 2020 and the challenging times we are facing. It came straight from my core. So much so that when I read the letter to each class, I shed many tears.

Dear Students,

     2020 has been one of the most challenging years in the history of education and the world! I know that virtual learning hasn’t always been easy. You do not get to socialize with your friends in the same ways. You do not get to interact with teachers in the same ways. You do not always get to learn in the most conducive ways. I see you. I hear you. I feel for you. I want to express my gratitude for showing up, trying your best, and being flexible during challenging times. I have been learning alongside you, and it hasn’t always been easy. One thing I do know is that we are resilient. We are grateful. We are strong. We are a team. Just know that YOU will have so much to share with the world because you are living the unimaginable! I can promise you this…we will get through this. Together.      
                                                             
                                                              With love and gratitude,
                                                              Mrs. Kaufman

3. Have the students write a letter of gratitude and appreciation to an educator who has positively impacted their lives during the global pandemic.

Click HERE for the Google Slides template to the activity.

Student Letters

We’re Doing a Good Job

I believe that sharing my vulnerability first, opened the hearts of my students. I was incredibly touched by their meaningful sentiments. The tears kept coming as I read each one. I’ll admit…2020 has invited a range of emotions into my heart and headspace. It’s certainly been a wild ride.

Believe me…

There are times when the work gets hard.

There are times when the work gets stressful.

There are times when I question whether or not my instruction is adequate enough to meet all of the learners’ needs in physical and virtual spaces simultaneously.

But, we are HERE, we are showing up, we are rolling up our sleeves, and believing in ourselves, our colleagues, and students. … and after reading these letters, I feel better knowing that we’re doing a good job…

Reimagining the Magic of the Workshop Model Series 1: Inviting Change

A Special Note: Many months ago, I was encouraged by George Couros to create a digital portfolio in order to highlight and archive my learning. These conversations started before the COVID-19 global pandemic emerged as one of the most challenging and life-changing events in history. During the quarantine, I connected with Kristen Nan and Jacie Maslyk, co-authors of All In: Taking a Gamble on Education in a book study Voxer group. This is when Kristen invited me to co-blog on her website. This was a great opportunity to test drive blogging. The experience was incredible and gave me the confidence to take George’s advice and create my own platform. One of the first blogs I wrote during this time was Reimagining the Magic of the Workshop Model. The purpose of this blog was to keep the workshop model alive during emergency remote learning. I wanted to share my experiences with other educators and show them that what may seem impossible is in fact, possible.

With that being said, as I learn more about implementing the workshop model in physical and virtual learning spaces simultaneously, I want to share my process with other educators. So, I welcome you to the beginning of a series of blogs titled: Reimagining the Magic of the Workshop Model. I will break up my learning process and the workshop model framework into various components so that they are easier to digest. Please understand that my learning is constantly evolving and all of these ideas may be revised over the course of time!

This blog series is dedicated to George Couros, Jacie Maslyk, Thomas C. MurrayKristen Nan, my PLN: #Read2Lead, #EdCampLI, #LBLeads, and my Long Beach colleagues who have inspired, motivated, supported, and encouraged me to write and share my learning and voice with the rest of the world. I am forever grateful.

What Happened to the Magic?

There is a certain kind of magic that lives within an educational universe. If you orbit around an organization and open the doors, you will find sparks of light. These sparks of light shine brightly because they are ignited by communities of educators who pour their souls into maximizing and elevating learning experiences for kids. It’s that spark that ignites into flames when curiosity and wonder spread like wildfire. It’s that spark that rallies a community of learners together to support one another through the learning process. It’s that spark that embraces the idea of agency, voice, choice, and productive struggle. It’s that spark that empowers and guides learners towards independence. And just as the flames happily dance and spread around our magical learning hubs, the intensity of the flames can just as easily be disrupted, startled, dimmed, faded. What happened to the magic? I’ll tell you in one word: CHANGE. When change invites itself through our doors, it can be paralyzing. It can be suffocating. It can be stressful. It can be shocking. It can also be eye-opening.

Change is the Epicenter of the Journey

I have been in education for 15 years and I can assure you that change has been the epicenter of my journey. Most of the time, change has been a gradual occurrence that happens over a steady course of time. It’s so slow, that at times, it cannot be recognized until it’s looking you straight in the eyes. However, recently change has looked quite different in the world of education. Across the globe, educators have been pushed to rethink education. Educators have been challenged to question their core values. Educators have been pushed to revisit their philosophical beliefs. Educators have been remixing existing teaching and learning practices that have lived in the nucleus of their daily lives and in the book Innovate Inside the Box, George Couros brilliantly states, “I’ve long believed that change isn’t to be feared; it is an opportunity to do something amazing…Change will come our way. We can “go” through it or “grow” through it. We grow when we seek out solutions rather than letting those obstacles hinder us.” This quote resonates even more deeply since the Covid-19 global pandemic has jolted the more traditional educational landscape we have always lived and known. I’ll admit when shifting to emergency remote learning and now teaching in physical and virtual spaces simultaneously, I have paused multiple times and questioned the what and the how. I have questioned whether or not the philosophy of the workshop model can live on in virtual environments. I have questioned if I can make the workshop model come alive for learners the same way I did in physical learning environments. Katie Martin, author of Learner-Centered Innovation confirms how vital developing solutions are to the barriers of change with this astute notion, “If the world is changing, the evidence and research become irrelevant if you don’t consider a new context.” And if we want to reach learners effectively, we MUST consider the new educational contexts that have been thrust upon us. We cannot look back, we must keep moving forward! And then, I came across a tweet from Thomas C. Murray, author of Personal & Authentic that spoke to my core, solidified these ideas, and reminded me of my why. And when I revisited my WHY, I knew it is to continuously cultivate lifelong learners who feel empowered to reach their social, emotional, and academic potential. And then, I realized that through the workshop model, I can continue to rally together a community of learners and build community by prioritizing the social-emotional needs of students and keeping “who” we teach at the heart of the learning journey.

Choosing What is Right

I have encountered many people who have embraced different educational philosophies. I have listened to theories and have read multiple books and articles by countless leaders and experts in the field of education. I have indulged in and have digested several perspectives about various topics with the intention of catapulting learners to academic success through multiple kinds of curricula and teaching and learning practices. And every time I have read an article, a book, or listened to a podcast, I used to think, wow, this must be the magic prescription for success. In my earlier years of teaching, when I was handed a curriculum, I followed it to a T. I thought that the curriculum itself was the key driver of developing a learner’s social, emotional, and academic potential. I thought that the people who were responsible for making decisions about the curriculum knew best and I looked to them as the experts. Now I know better. Now I know that the learners are the curriculum. They tell you what they need. I learned that there is not one single curriculum that works best for all learners. I know that every curriculum must be viewed as flexible and should be modified to meet learners’ needs. Knowing this made me realize that I can adapt the Workshop Model in both physical and virtual spaces. Knowing this helped me understand that I can revise the implementation and the process at any time. Knowing this made me feel more comfortable with taking risks, sometimes meet those risks with failure, share and reflect on those experiences with colleagues, and recognize that it’s an opportunity for growth.

Thomas C. Murray invites Kristen Nan to share how important it is to take risks and step out of your comfort zone in this #LeadershipMinute!

The Workshop Model Will Live On

Suddenly, a spark was ignited within me…I knew that by inviting this change, I was still going to continue to honor my belief system and keep the magic of the workshop model alive. I felt committed to implementing what I have known to be best practices in the new context we are living in. It is because I believe that this is the framework that empowers learners to become confident readers and writers. This is the framework that guides them towards independence. On October 17, 2020, the Teachers College Reading and Writing Project held their first virtual Saturday Reunion. When I logged in to watch and listen from the comfort of my own home, Lucy Calkins was delivering her opening remarks. She said “We need to be as connected as we can be…Teaching is about holding onto the faith that the work we do matters. This is hard to hold onto right now. Even if it feels that nothing is going well, we need to show up.” These are powerful words that made me ask myself again…How can I rally learners together and build community when we are teaching in both physical and virtual learning spaces simultaneously? What can I do to cultivate meaningful connections and develop relationships with face-to-face and virtual learners? What new and existing tools can I utilize to support the execution of the gradual release of responsibility? I know that while navigating this learning journey, I must continue to be patient, I must continue to give myself grace, I must continue to be open to feedback from my colleagues, my PLN, and my students who are living this with me, and I must show up. And as Calkins suggests, I will show up for my students, their families, my community, and my country. EVERY. SINGLE. DAY. The fact of the matter is that change has already invited itself through our doors. As George Couros says, “You can fight change, adapt to change, embrace change, create change, or lead change. No matter your choice, change is not going away.” And do you know what else I will not let go away? The Magic of the Workshop Model.

Lucy Calkins passionately delivered her introduction at the October 17, 2020 TCRWP
Saturday Virtual Reunion.

Stay tuned for the next blog in this series: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community

Moving with Time

My Perpetual Internal Clock

5:30 am… this is the time my morning routine begins. This is the time, my mind begins to race as I instantly start to think about all of the things I want to accomplish in my day. This is the time my internal clock is set to, even when I don’t have anywhere specific to be. This is a time when no one else in my house is awake yet. It’s my time. A time to ponder, to think, to analyze, to reflect, and to set new goals. I’ll admit, it’s REALLY hard for me to turn off the thoughts and ideas that speed like wildfire through my head. It kind of feels like a dream, the ones with different scenes that overlap with one another. The kind of dreams where there are problems that present themselves as barriers and you have that urgent feeling to search for the right solutions. The kind of dream where you encounter various people you have met in your life and you are happy they are there to be the thinking partner who will help you overcome the challenges. Do you ever think about how you can navigate your days with intention and purpose and who you may invite to come along for the journey? 

Choosing Time

Time… time is something that we all have and choose to use in different ways. One way isn’t better than the other, that’s what makes us who we are. For me, when I am in professional thinking mode, I tend to perseverate over how I will use my time so that I can make a difference for learners and the educational community. I ask myself, “What could I do differently today and make it better than yesterday? I believe that this type of thinking actually works well in our current climate. The way we are learning and the types of resources we have access to are constantly changing within spaces of time. It’s happening really fast. Day by day… hour by hour… minute by minute. Sometimes, it’s difficult to keep up with it all. It’s like running a race. You take off with plenty of open space in front of you and then suddenly there are hurdles that get in your way. It’s a barrier that doesn’t appear to be moving, and you must figure out a way to successfully move beyond it. Do you stop and run backward or do you keep moving forward? More than ever, we are living in times where we must roll up our sleeves and embrace the change. Actually, to me, there is no other choice. It is dangerous to say “This is the way we have always done it”. Our world and the learners that exist within it are constantly evolving and educators have an obligation to stay ahead of the curve. It is also important to understand that we do not have to do it alone. After all, aren’t we in a field of sharing and collaboration? We must constantly rally together to analyze, reflect, assess, and work deliberately towards improving instruction, the practices we employ, and solutions to instructional issues that get in the way. It is crucial to invite others to share their expertise and guide us towards providing optimal learning experiences for students. Katie Martin recently shared the image below on Instagram that expresses just what I am saying. We can choose to use our time to actively seek out opportunities that will help us thrive in the unpredictable times we are living in.

Katie Martin

We Can Dance in the Puddles

Time…it is time to think differently about the things we are used to seeing daily and create systems that support the process for creating and refining ideas. In a recent Future Ready podcast, Thomas Murray interviewed Superintendent, Dr. Tiffany Anderson. I was captivated by her ideas, convictions, and courageous leadership qualities. She expressed how her school district recognized that they must be versatile and adaptable as they shifted to remote learning. She mentioned that if you leverage technology well, you can continue learning in all different ways. She went on to say that since we have not been confined to our classroom walls, there are no borders that will get in the way of our growth…the possibilities are limitless. The challenging times we have been faced with have led us to take a deeper look into how students and educators learn. These times have allowed us to be more innovative than ever before and have prompted us to take more risks.  I have always believed in the power of being a connected and networked educator, and this notion only amplified the value of it. Dr. Anderson also indicated that students and educators are truly resilient to the new structures that have been put in place. This idea really resonated with me because we can now think intentionally about using our time differently than we have before. And, because there are so many unknowns, that there is no “right” way to approach this work. The idea of starting with what you know, learning the facts, and then moving forward, makes it all more manageable. Of course, the preparation for this type of learning certainly has to have a great deal of flexibility. My favorite part of this podcast is when Dr. Anderson says that when it rains, and right now it’s a thunderstorm, “You have two options. You can complain about the rain or you can dance in the puddles.”  I have certainly seen educators in my own school district and in districts across the country dancing in the puddles. This work is admirable. It can be hard. It can be emotional. It can be draining. But, it sure is rewarding! These virtual spaces have really opened up times to collaborate and connect with colleagues in new and exciting ways! I highly recommend viewing this incredible podcast as there are so many MORE gems of information and words of wisdom shared.

Time Moves Forward

Time…time is moving and the world continues to evolve in ways we could have never imagined. When my 5:30 a.m. internal clock wakes up, I will continue to think about how learning is messy. I will continue to perseverate on how I can make teaching and learning better. I will continue to think about the challenges that are getting in the way. I will continue to think about how learning is not a step by step, linear process. I will continue to think that it’s complex and often requires multiple solutions that have several correct answers. One thing I can say with certainty is that my mind will never stop moving with time. I am committed to rolling up my sleeves, embracing the change, navigating the days with intention and purpose, and inviting others to join me!

time