School Based Mentor Certification

Course 1

Module 4

Resource Packet

Your name:
School Based Mentor Certification Course One
Module 4

Agenda

❖ Differentiated Mentoring Stances (ICF)

❖ Mentoring conversations to check in and set goals

Outcomes

❖ Differentiated mentoring
❖ Utilize coaching language and tools to help mentees create
conditions for equity and excellence for all students

1
Founded by Glenn E. Singleton in 1992​, Pacific Educational Group is committed to achieving racial equity in education. We engage in sustained partnerships with educational organizations to
transform beliefs, behaviors, and results so people of all races can achieve at their highest levels and live their most empowered and powerful lives.

COURAGEOUS CONVERSATION ​is our award-winning protocol for effectively engaging, sustaining and deepening inter racial dialogue. Through our Framework for Systemic Racial Equity
Transformation, PEG is dedicated to helping educators address persistent racial disparities intentionally, explicitly, and comprehensively.

2
 Teacher Core Beliefs

Belief 1 Belief 2 Belief 3 Belief 4

Continuous Families and Ensure my Critical
self-reflection students bring students' reflection and
on my valuable academic ongoing
socialization assets to success, professional
and biases my planning of promote their learning
educational sociopolitical
experiences agency, and
honor their
funds
of knowledge

3
 Culturally Responsive-Sustaining Education

To deliver on our commitment to educational justice

for every student, New York City schools will:

1. Ensure high expectations and rigorous instruction

for every single student grounded in an asset-based
mindset.

2. Develop and strengthen a welcoming and a rming

school environment.

3. Implement inclusive curricula and assessments

that center student voice and collaboration.

4. Center time for ongoing and targeted professional

learning communities.

For additional information on these principles, visit the New York

State Education Department Culturally Responsive Sustaining
Education Framework from which they are adapted.

4
 Our Vision
Centering the connection between new
teachers and their students, and recognizing
the dynamic that is grown from that relationship,
our vision is to foster learning environments
where each student’s identity is visible, valued
and vital to providing equitable outcomes for all
students, especially Black, indigenous and
Students of Color.

5
 Vision Worksheet
Name:______________
New Teacher Mentoring Vision:
Centering the connection between new teachers and their students and recognizing the dynamic that is grown from that
relationship, our vision is to foster learning environments where each student’s identity is visible, valued and vital to providing
equitable outcomes for all students, especially Black, Indigenous, and Students of Color.

Words/ Phrases that resonate with you from the New Teacher Mentoring Team Vision, Teacher Core Beliefs, the article “Developing
a Mentoring for Equity Vision” or any other sources of inspiration that you might want to include in your own vision:

Draft(s) of Vision:

6
 ICF: A Conceptual Framework for Differentiated Mentoring

Instructive Collaborative Facilitative

➢ Mentor controls the ➢ Mentor guides interaction ➢ New teacher actively
interaction without necessarily directs flow of information
➢ Information flows from the controlling it ➢ Mentor acts as facilitator
mentor to the new teacher ➢ Mentor and new teacher and problem-solver
➢ Mentor offers suggestions co-construct solutions and ➢ New teacher self-
and solutions materials assesses self-prescribes

Mentor Mentee Mentor Mentee Mentor Mentee

Example: Example:
Suggest an assessment Example: Facilitate a group of new
strategy for evaluating Co-develop a lesson or teachers as they assess
student work curriculum unit student work

The is new teacher autonomy!

7 1
Differentiated Coaching Conversation Video Note-Taking

Stance Video Examples

Facilitative

Collaborative

Instructional

Blended

8
 COACHING LANGUAGE AND STANCES

Mediational Questions Suggestions Metacognitive Language Stems

Mediational questions help extend thinking, learning and Suggestions are expressed with invitational, positive language When a teacher is under high-stress, a “fight, flight, or freeze”
planning. They… and tone, and invite teachers to elaborate through mediational responses can be active in their brain – this is called
✓ Build real partnership in the learning process questions. They… “downshifting,” as a different part of the brain takes over. It
✓ Encourage self-assessment and metacognition ✓ Offer choices to encourage ownership can be hard to process suggestions or try new things at this
✓ Are achievable—challenge but not overwhelm time, and hey can appear “resistant,” even if that is not true.
Mediational questions are used for all 3 ICF stances and help
the teacher: Suggestions are best when accompanied by research or a Metacognitive Language can:
• Hypothesize what might happen rationale. They may provide information about school leader’s • Offer solutions without stimulating overwhelm
• Analyze what worked or didn’t thinking and decision-making strategies. • Help the teacher move from fight/flight/freeze into
“Pause and Plan” mode (bringing resilience, hope)
• Compare intended plans with what happened

Possible mediational question stems include: Suggestions of strategic practices include embedded Metacognitive Language stems are NOT followed by
choices, and encourage thinking/experimentation: direct suggestions or questions to the teacher. The
o What’s another way you might…?
o Perhaps __, __, or __ might work for… goal is to create space for the teacher to reflect without
o What would it look like if…? the pressure of making an immediate choice / decision,
o Several teachers have tried different things in this
o What do you think would happen if…? in order to lower stress that might be impeding the
sort of situation, maybe one might work for you…
o How was…different from (like)…? o What we know about __ is… teachers’ learning.
o What sort of an impact do you think…? o Based on your question, something to keep in mind Possible examples include:
o What criteria do you use to…? when dealing with… 1. When I consider ______, I always think about...
o When have you done something like…before? Following a suggestion with a question invites the 2. Before deciding ______, I usually consider...
o What do you think about…? teacher to hypothesize, think further, or elaborate: 3. When _______, I want to keep ______ in mind.
o How did you decide…? (come to that conclusion?) o How might that look in your classroom? 4. I’m thinking about…
o What might you see happening in your classroom o To what extent might that work in your 5. I’m wondering…
if…? situation/with your students? 6. Some things going through my head are…
o What do you imagine might happen if you were to 7. There are a couple of options here, and I want
o What might have contributed to…?
try something like that with your class? to be sure to…
o What do you think __ might have been thinking or 8. Knowing ______, it occurs to me that…
o Which of these ideas might work best in your
feeling? 9. As I think about ______, I’m curious about ...
classroom (with your students)?

Instructive (least autonomous) Collaborative Facilitative (most autonomous)

✓ Mentor directs interaction based on assessed ✓ Mentor + teacher co-construct solutions/materials ✓ Mentor acts facilitator of teacher’s thinking and
needs ✓ Mentor guides interaction without directing it problem solving
✓ Mentor provides info about teaching procedures ✓ Mentor and teacher contribute ideas somewhat ✓ Teacher actively directs the flow of information
✓ Mentor provides suggestions, solutions w/rationale equally ✓ Teacher self-assesses and self-prescribes
o Share a process for analyzing student work o Co-develop a lesson or curriculum unit o Listen as the teacher analyzes observation data
o Model an instructional strategy o Problem solve issues of practice o Pose questions that clarify and deepen the teacher’s
o Offer a menu of ways to differentiate instruction o Analyze examples of student work together thinking
o Share thinking that leads to a solution o Co-observe another teacher; debrief together o Facilitate a group of teachers as they assess student work
o Provide information and/or reference current research

9
 MENTORING/COACHING LANGUAGE AND DIFFERENTIATED STANCES

Clarifying Paraphrasing Non-Judgmental Responses

Clarifying communicates that you… Paraphrasing shows you… Non-judgmental responses show you are…
✓ Heard but do not fully understand what was said ✓ Listened, understood, and care ✓ Open-minded
✓ Needs more details Paraphrasing allows you to… ✓ Encouraging
Clarifying involves asking a question to: ✓ Interested
✓ Extend and organize what has been said in
• Gather more information preparation for deepening the conversation Non-judgmental responses help to:
• Discover the meaning of language used Paraphrasing involves: • Promote an internal locus of control
• Learn about the speaker’s reasoning • Encourage self-assessment
• Restating in your own words
• Seek connections between ideas • Develop teacher autonomy
• Summarizing
• Develop or maintain a focus • Build trust
• Organizing
• Foster risk-taking
Some possible clarifying stems include: Some possible paraphrasing stems include: Possible non-judgmental responses include…
o Would you tell me a little more about…? o So,… Identifying what worked and why:
o Let me see if I understand… o In other words,… o I noticed when you_ the students really_
o It would help me understand if you give an o It sounds like… Encouraging, Enthusiastic, Interested:
example of… o There are several key points you’re bringing o It sounds like you have a number of ideas
o So, are you saying/suggesting…? up… to try out!
o What do you mean by…? o From what you’re saying,… o It’ll be exciting/interesting/great to see
o How are you feeling about…? o You’re primarily concerned with… how it works!
Asking the teacher to self-assess:
o In what ways did the lesson go as you
expected? What didn’t you expect?

Listening to Build Professional Learning builds relationships and invites the teacher to fully engage in the learning conversation. It communicates that the listener is…
Encouraging • Trusted • Respectful • Curious • Focused on building the relationship
Listening to Build Professional Learning includes:
➢ Listening for “Teachable Moments,” natural entry points to share suggestions, rather than leading with a list of “strengths” and “areas to improve” (see Protocols).
➢ Truly hearing what the other person has to say and viewing the other person as separate from yourself with alternative ways of seeing what you see.
➢ Genuinely being able to accept the other person’s feelings, no matter how different they are from your own.
➢ Trusting the other person’s capacity to handle, work through, find solutions to their own problems, and supporting them in this process.

Teachers more effectively embrace and enact new practices when they elaborate on new ideas. Therefore one important goal in a coaching conversation is to get the
“coachee” (teacher) to do productive talking about next steps, rather than primarily listening and agreeing to comply.

10
 Collaborative Conference Guide
Teacher​_____________________________ Mentor​__________________________ Date​ _____________________

Next Meeting Date​____________________ ​Focus​: ___________________________________________________________

What’s going well? What is a current challenge or focus area?

Teacher’s next steps: Mentor’s next steps:

Danielson Framework for Teaching

Domain 1: ​Planning and Preparation Domain 2: ​The Classroom Environment Domain 3: ​Instruction Domain 4: ​Professional Responsibilities
a. Demonstrating Knowledge of Content and a. Creating An Environment of Respect and Rapport a. Communicating With Students a. Reflecting on Teaching
Pedagogy b. Establishing A Culture for Learning b. Using Questioning and Discussion Techniques b. Maintaining Accurate Records
b. Demonstrating Knowledge of Students c. Managing Classroom Procedures c. Engaging Students in Learning c. Communicating with Families
c. Setting Instructional Outcomes d. Managing Student Behavior d. Using Assessment in Instruction d. Participating in a Professional Community
d. Demonstrating Knowledge of Resources e. Organizing Physical Space e. Demonstrating Flexibility and Responsiveness e. Growing and Developing Professionally
e. Designing Coherent Instruction f. Showing Professionalism
f. Designing Student Assessments

Adapted from the New Teacher Center and Danielson’s Frameworks for Teaching 11
 Collaborative Conference Guide
Teacher_____________________________ Mentor__________________________ Date _____________________

Next Meeting Date____________________ Focus: ___________________________________________________________

What’s going well? What is a current challenge or focus area?

Teacher’s next steps: Mentor’s next steps:

Adapted from the New Teacher Center and Danielson’s Frameworks for Teaching 12
 Stop and Journal
Part 1:
1. Have you used ICF? If so, how did you decide when to be Instructive?
Collaborative? Facilitative?
OR
2. How might you incorporate using ICF in your practice?

AND
3. How does using ICF and Coaching Language relate back to your vision?

Part 2:
How could the ICF, Coaching Language and the CCG support mentoring
conversations that foster learning environments to provide equitable outcomes
for all students, especially Black, Indigenous, and Students of Color?

13
 Scenarios
Scenario 1

The new teacher has been struggling with classroom management. You run into the principal in
the hallway. She says, “I was in your mentee’s class yesterday, and she doesn’t seem to know
how to reach her students of color. They seem disengaged and were acting out. I noticed that
when a student of color raised their hand, she seemed to ignore them, as if she didn’t see them.
Have you noticed this during your visits?” How might you respond to the principal using
coaching language without breaching confidentiality?

Scenario 2

Your school has been focusing on questioning and discussion techniques, trying to promote
student agency and more student-to-student conversations. While you are visiting your mentee’s
class, you notice that all questions and answers are mediated through the teacher. You notice that
William, an African American student, raises his hand and gets excited. He jumps up from his
seat saying, “I know the answer”. Paul, a White student sitting across from him, also has his
hand raised and wiggles in his seat saying, “Ooh ooh ooh!” A moment later, the teacher stops
and says, “William, you need to refrain from disrupting my class.” William moans under his
breath, “This class is whack.” William slumps in his seat and the teacher continues, “Now where
were we? Oh yes, Paul, do you have something to add?” Thinking about Domain 2 in the
Danielson Framework for Teaching, how might you use coaching language to facilitate this
conversation with your mentee?

Scenario 3

It’s Friday afternoon. You are lesson planning with your mentee, and he is suggesting an activity
that requires the students to run from one end of the classroom to the other. As a mentor you
have concerns, but you also see his genuine enthusiasm for doing the lesson. You don’t want to
burst his bubble! How do you respond, using coaching language, to help him rethink the
activity?

Scenario 4

You are having a mentor conference with a new teacher, Christine, a white woman who teaches
5th grade. She shares a story about an incident that occurred in her classroom. Her student, Shania
(whose family is from the West Indies), burst into the room upset. She was crying, and she told
Christine that a classmate just said to her, “My dad says that most Caribbean people came here
illegally and are stealing our jobs! I hope your parents aren’t trying to steal my parents’ job!”
Christine says that she told Shania, “I am sorry he hurt your feelings, but you know he was just
playing.” After Shania left the room, Christine asked you what you thought about how she
handled this situation. Using coaching language, what would you ask her?

14
 A place for your own notes
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

15
 General Support Email:
MTSSupport@schools.nyc.gov

Visit our Website:

www.nycnewteachermentoring.org
To Contact Our Team:
www.nycnewteachermentoring.org/contact-us

16