0 оценок0% нашли этот документ полезным (0 голосов)
24 просмотров2 страницы
The focus of the class was on mentoring of teachers new to the profession or new to the district. As a teacher with several years of experience our actions can have a great impact on those, especially new teachers, working around us. This artifact best aligns with Administrative Standard 1-9: Reflection.
The focus of the class was on mentoring of teachers new to the profession or new to the district. As a teacher with several years of experience our actions can have a great impact on those, especially new teachers, working around us. This artifact best aligns with Administrative Standard 1-9: Reflection.
The focus of the class was on mentoring of teachers new to the profession or new to the district. As a teacher with several years of experience our actions can have a great impact on those, especially new teachers, working around us. This artifact best aligns with Administrative Standard 1-9: Reflection.
Date: Fall 2014 Artifact Description During the fall 2014 semester at UW-Platteville I was able to take a class titled Education Leadership and Mentoring. As a final project for this class I was able to create a handbook for mentoring of new teachers. The focus of the class was on mentoring of teachers new to the profession or new to the district. It was an extensive training not only on how to be a better mentor, but also how to plan and carry out mentoring programs within a school district. All of this was the focus of the handbook, which set some guidelines for me to use as a future mentor to new teachers.
Wisconsin Administrator Standard Alignment
The completion of the class Educational Leadership and Mentoring and the completion of a mentoring handbook best aligns with Administrative Standard 1-9: Reflection which states: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally. This artifact best aligns with Standard 1.9 because it shows that I recognize my professional responsibilities for engaging in and supporting appropriate professional practices for myself and colleagues. During the class I was able to reflect on some of my past practices as a teacher, mostly as a leader in the school district. Throughout the class I was able to look back at my actions as a teacher and the effects on my classroom and the school community as a whole. The focus of the handbook is to assist in the mentoring of new teachers. As a teacher with several years of experience our actions can have a great impact on those, especially new teachers, working around us.
What I learned about teaching from this experience:
While creating the mentoring handbook I was able to reflect back on different experiences as a teacher. One that came to mind was my first time working with a student teacher. I feel that this was a very successful relationship and interaction. The young man I worked with became a teacher and has had some success as both a teacher and a coach. I feel a lot of the success was because of the clear expectations set by the university department of education. They made their expectations of the student teacher and me as a mentor very clear. There were great lines of communication between me, the student teacher, and the supervising professor at the university. I was able to see the importance of communication and building relationships in a professional setting and how they can lead to great success for both parties as my teaching practices were strengthened through the process.
What I learned about myself as a prospective administrator as a result of this experience/artifact:
As a future administrator I reflect back to another teaching experience in which the school I was working hired a first year math teacher. Being the only other math teacher in the building I feel I should have stepped up and given better guidance for the new teacher. However there was no formal mentoring program or established guidelines for mentoring of new teachers. I personally felt like I was overstepping my bounds as a teacher by going into the other teachers classroom and making suggestions on classroom management and teaching techniques. As an administrator I dont want teacher in my school to feel this way. I hope to set up a formal mentoring program as well as build open lines of communication between teachers, not only new teachers with veteran teachers, but also between teachers. I hope that they can feel comfortable observing and being observed by their peers. By observing and discussing another teachers classroom procedures and environment was naturally reflect on our own and in turn both parties involved become better teachers.