This module is for mentors in Tatum ISD for training purposes in an effort to prepare mentors for their roles.

1. MentoringTISD
Online Training

2. Mentor Teacher Training
All exercises MUST be
completed and full
participation is needed in
order to fulfill program
requirements.
Drenon Fite

3. Program Overview
What are the basics of the mentoring program in TISD?
Who: All new teachers, new to the profession, will receive support from an experienced
mentor teacher to assist them as they begin their teaching careers in Tatum ISD.
What: Tatum ISD mentoring program combines campus-based and district-level support
to reduce attrition and enhance student achievement by providing dedicated,
experienced teachers.
When: Beginning prior to the start of school and ending in May
Why: To provide the minimum expectations for supporting new teachers within district.
Without mentor support, it is estimated that over 32% of Texas new teachers hired
will leave the profession within five (5) years.*
How: The campus is the steward of the program; the District will provide resources and
support for the campus and mentors as needed; and Mentors provide sustained
campus support to new teachers.

4. “Thoughts are our way of connecting
things up for ourselves. If somebody else
tells us about the connections she/he has
made, we can only understand them to
the extent that we do the work of making
those connections ourselves.”
Eleanor Duckworth

5. Goals
• Understand the mentors’ role
• Use techniques for building
relationships, such as trust, rapport,
and reflective questioning
• Familiarize with the Clusters &
Standards of the TxBESS
Framework

6. Where are they?(adapted from William S. Howell’s work)
Steps to
Success
Unconsciously Unskilled
(I don’t know what I don’t know.)
Consciously Skilled
(I have to think about everything as I do it.)
Consciously Unskilled
(I now know that I am not skilled at this.)
Unconsciously Skilled
(The skills become natural and routine.)

7. As you think about building a
relationship with your new teacher,
what will your priorities be?

8. Mentoring Roles
1. Parent—protector, guardian—may foster
dependency.
2. Expert—instructor, specialist—identifies a
correct model, plan, and content—the
consulting role.
3. Friend—advisor, confidant—protects the
relationship—the collaborating role.
4. Mentor—co-learner—provides avenues to
multiple ways of solving problems.

9. Putting It All Together
What percentage of time do you plan to
spend in each of the mentoring roles?
In the first grading period…
In the first semester…
By the end of the year…

10. What Is the Definition of Mentoring?
• The definition of a the word mentoring is the
developmental partnership through which a person shares
skills, knowledge and information to foster the growth of
another person. This person who instills knowledge is
called a mentor because he or she facilitates the
professional growth of an individual by sharing the insights
that they have learned.

11. MentoringTools
Rapport
Trust
Support
Reflective questioning

12. Rapport
Build rapport through:
• Posture
• Gestures
• Tonality
• Language
• Breathing
• Listening
• Paraphrasing

13. When To Apply Rapport
Tools
• When you sense that your beginning
teacher is tense or anxious
• When a conversation becomes tense or
anxiety-ridden
• When you do not understand what the
teacher is saying
• When you are unable to pay attention to
each other

14. Trust
Build trust through:
• Confidentiality
• Consistency
• Interest
• Thinking
• Withholding judgment

15. Reflective Questioning
Reflective questions help the beginning
teacher:
• HYPOTHESIZE what might happen.
• ANALYZE what did or did not work.
• IMAGINE possibilities.
• EXTRAPOLATE from one situation to
another.
• EVALUATE the impact.

16. Effective Question Stems
Some effective question stems:
• What’s another way you might…?
• What might you see happening in your
classroom if…?
• What options might you consider when…?
• How was…different from or similar to…?
• What criteria do you use to…?

17. Mentor Roles
+ Knowing the New Teacher
SUCESS
Putting It All Together

18. Mentoring Preparation
•Have flexibility in mentoring stance
•Operate across a continuum of
interactive patterns
•Show versatility across this continuum
using options for responses
•Developmentally appropriate
•Situationally appropriate

19. Learning-focused Interactions:

20. Learning-Focused Interactions
Where do I begin the
conversation?
Support Collaborating Consulting

21. Practicing Reflective Questioning
Refer back to the list of Priorities
you made (Slide #6)…and
thinking about the teacher you
will mentor, list 3-5 question
stems you will likely use.

22. What Is the TxBESS Framework?
• The TxBESS Framework reflects effective teaching
practices and contains the TxBESS Performance
Standards and the developmental continuum. The
22 standards are divided into four clusters:
• Planning for Learner-centered Instruction
• A Classroom Environment That Promotes Equity,
Excellence, and Learning
• Instruction and Communication
• Professionalism

23. The Four Clusters
CLUSTER 1:
Planning for Learner-
centered Instruction
CLUSTER 2:
A Classroom
Environment That
Promotes Equity,
Excellence, and
Learning
CLUSTER 4:
Professionalism
CLUSTER 3:
Instruction and
Communication

24. Cluster 1: Planning for
Learner-centered Instruction
1a: Knowledge of content and
pedagogy
1b: Knowledge of students
1c: Selects key knowledge and skills
1d: Uses materials, resources, and
technology
1e: Promotes student learning
1f: Plans to assess student learning

25. Cluster 2: An Environment of
Equity, Excellence, and Learning
2a: Creates an environment of rapport
and respect
2b: Establishes a culture of learning
2c: Manages classroom procedures
2d: Manages student behavior
2e: Organizes physical space

26. Cluster 3: Instruction and
Communication
3a: Communicates clearly and
accurately
3b: Uses questioning and discussion
techniques
3c: Engages students in learning
3d: Assesses student learning
3e: Demonstrates flexibility and
responsiveness

27. Cluster 4: Professionalism
4a: Reflects on teaching
4b: Maintains accurate records
4c: Communicates with
families/caregivers
4d: Contributes to the school
4e: Grows and develops professionally
4f: Serves as an advocate for students

28. Contact Information
Drenon Fite,Jr.
fited@tatumisd.org
903 947-0167