Mentor Institute

**PLEASE NOTE: AS A PARTICIPANT IN MENTOR INSTITUTE, REGISTRATION IS ALSO REQUIRED FOR MENTOR FORUM.**
After registering for Mentor Institute, please CLICK HERE to register for Mentor Forum. The additional required Mentor Forum dates are as follows: Sept 17, 2020, Jan 21, Mar 25, and May 4, 2021

Mentor Institute is designed for mentors supporting beginning teachers. Utilizing the New Teacher Center philosophy and model, this learning opportunity will focus on instructional mentoring, observation and conferencing, using data to inform instruction, and designing effective instruction based on the learning needs of students. We have realigned this training to better meet the needs of Arizona teachers and mentors. The learning is sequenced to build on knowledge, skills, and understanding, all of which is critical for new teacher mentors, in a range of program contexts. A learning community will be cultivated through sharing and reflecting on mentor practice.

Through participation in Mentor Institute, mentors will:

• Clarify understanding of mentors’ various roles and how to build collaborative, trusting relationships with beginning teachers through:
  • Acquiring mentoring language
  • Practicing differentiated stances of effective instructional mentoring
• Apply protocols and tools that support an effective observation cycle for mentors by:
  • Expanding on the use of mentoring language and practicing skills of collecting evidence and providing meaningful feedback
  • Building new partnerships and effectively communicating with site administrators
• Learn and practice the protocols for analyzing student work to:
  • Collaboratively plan differentiated instruction with beginning teachers
  • Provide meaningful feedback and incorporate relevant aspects of brain research that enhances teaching practice
• Explore the latest research in student motivation and acquire new skills and tools that:
  • Support the planning of effective instruction that aligns with 21st-Century Standards
  • Reflect on mentors’ first-year experiences and plan support systems for teachers who may be transitioning at year’s end

Participants will:

• Employ the roles, language, and stances of effective instructional mentoring.
• Build collaborative, trusting relationships with and among beginning teachers.
• Use the Formative Assessment Tools (FAS) to assess and advance teaching practice.
• Use standards and criteria to anchor assessments about teaching and learning.
• Practice strategies for mentoring in complex situations.