Orientation
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The document outlines steps for establishing a mentoring relationship between a mentor and mentee (IPP): 1. The mentor should enthusiastically greet the mentee and establish the relationship as one of mutual growth and support, with the mentor committed to the mentee's success. 2. Expectations for both roles should be outlined and confidentiality committed to, establishing the mentor as a trusted advisor. 3. Initial meetings should focus on neutral topics like getting acquainted and orienting to relevant topics, with the relationship building over time to address more significant issues.
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The document discusses the importance of self-awareness in mentoring relationships, highlighting how differing expectations can impact collaboration and success. It provides a questionnaire designed to align expectations between mentors and mentees, encouraging open communication about roles and responsibilities. Additionally, it references various resources on mentoring and self-assessments to aid in improving mentoring relationships.Developingmentoringprogram
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The document outlines the importance of ongoing training and support for mentors involved in mentoring programs, emphasizing that such training strengthens relationships and enhances mentor retention. It discusses best practices, available resources, and specific training initiatives like the free online course 'Talking it Through,' which promotes effective mentor-mentee interactions. The document also provides an overview of upcoming webinars focused on funding and program evaluation for mentoring initiatives.DATA Mentoring
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Ad
Orientation
- 2. Relationship Begins in Orientation 1. Enthusiastically greet mentee. 2. Establish the nature of the relationship. One of mutual growth Emphasize the mentors commitment to and investment in the IPPs success Mentors roles: FACT, with an emphasis on Facilitation
- 3. Relationship Begins in Orientation 3. Commit to confidentiality and assert yourself as a trusted advisor. 4. Outline expectations for both roles (mentor and IPP). 5. As needed, establish a common language.
- 4. Relationship Begins in Orientation 3. Commit to confidentiality and assert yourself as a trusted advisor. 4. Outline expectations for both roles (mentor and IPP). 5. As needed, establish a common language. POSSIBLE TERMS Coaching Mentoring Education acronyms Collaboration Co-teaching Equity RT3 Capacity Distributed leadership Induction phase principal Principal induction plan Delegation Efficacy Policies/procedures Change agent LKey TKeys, Standards Feedback Systemic Code of ethics School improvement plan Cons. App Common core RTI Inclusion Generic operational terms (scheduling, duties, school financial accounts)
- 5. Relationship Begins in Orientation 6. Stick to neutral topics at first. Getting to know each other Orienting to relevant district topics 7. Build toward significant conversations over time.
- 6. Relationship Begins in Orientation 6. Stick to neutral topics at first. Getting to know each other Orienting to relevant district topics 7. Build toward significant conversations over time.
- 7. Setting Up Regular Contact 8. Discuss how you will work together and the IPPs preferences: Methods Frequency When Where
Editor's Notes
- #3: Recall the beginning, middle, and end parts of the mentoring journey. Emphasize that trust-building starts at the beginning of the mentoring journey in the initial mentoring encounter, and continues over a series of conversations. Refer to the Orientation domain in the Guidance Principal Induction Guidance document (distributed earlier) on page 8. Point out that orientation is a required component. Explain each step of initial engagement and trust-building: Enthusiastically greet and welcome the mentee. Establish the nature of the relationship: Establish collegiality of relationship (mutual growth). Emphasize the mentors role in IPPs success (investment). Describe your role as both coach (to help develop skill) and mentor/facilitator (to act as a sounding board and guide). Also advisor and teacher as needed, but emphasis will be on facilitation.
- #4: Present: Commit to confidentiality (trusted advisor). In every conversation, say, I want you to know that this conversation is just between you and me. I will be taking notes, but I wont share them with anyone. If someone asks, What do you think of (IPPs name)? you should answer, I am mentoring him/her and Im very excited about his/her growth. Of course, our conversations are confidential. Outline expectations for roles (mentor/IPP). Include the idea that, although it will take some time for both parties to be involved with the mentoring process, it will be an investment of time and the payoff will be huge for both. Establish a common language. Click to animate. Ask: What are some terms or acronyms that educators use that can be confusing, that may mean different things to different people or in different places, that may require clarification between you and the IPP? For example Allow participants to shout out as many terms as they can think of that may require clarification. Record the title Terms at the top of this flipchart and record participants responses. Click to animate other possible answers. Post the Terms flipchart.
- #5: Present: Often times, there is no right definition for many of these terms. Instead, its really a matter of clarification. This is a good place to start asking clarifying questionsWhen you say equity, what does that mean to you? In your experience, what do people mean when they say distributed leadership? Then, you and the IPP can come to agreement on the definition of terms. For your purposes. Ask: Why is establishing a common language important as you progress through each mentoring session? Suggested Response: Communication is more effective with a common language. Brainstorm a workable protocol for establishing a common language as you go along. Record the title Protocols at the top of this flipchart and record participants ideas on the flipchart. Direct participants to pair with a partner from a different school or (preferably) district, find a word (on the Terms flipchart or slide) which has a different meaning for each of them, and use at least one of the possible ideas on the Protocols flipchart for clarifying the definition of the word. Repeat as necessary with different partners, words, and protocols until you feel participants are comfortable establishing a common language with others using a variety of methods.
- #6: 5
- #7: 6
- #8: 7