Why We Need Mentoring Programs
- On their first day, first year music teachers are expected to do the same job as experienced teachers.
- Because of the placement of music classrooms and rehearsal spaces, music teachers are frequently isolated from their peers for the majority of the workday, thus preventing the natural induction process.
- Novice teachers are reluctant to ask for help for fear of appearing incompetent. Experienced teachers are reluctant to offer help for fear of appearing to interfere.
- Novice teachers frequently get extremely difficult teaching and directing assignments that would challenge even the best veteran teachers.
- Novice teachers develop coping strategies to help them survive in the classroom, and these strategies may be the very ones that prevent them from becoming effective teachers.
- Novice teachers need someone to listen to their concerns and share their elations.
- It is best practice.
- PI 34 requires it!
More information…
Teachers Helping Teachers: The Path to School Improvement
Education Update Online: We Need Mentors
Teachers Network Leadership Institute: Collaboration for Success
WMEA Mentors*
The following teachers have offered to serve as mentors for music teachers/departments. To receive contact information for the mentor, please contact the WMEA office at 608-850-3566 (Madison area) or 800-589-9762.
View the MentorsAdam Brown 15 years experience in orchestra education, interested in curriculum, scheduling challenges and student-centered instruction
Julie Brown 17 years experience in instrumental education, much of it at the middle level, interested in student-centered learning
Laura Dunbar 10 years experience in K-12 education including band, choir, general music, steel drums; 7 years in high education
Sharon Gilbert General music K-8
Don Hale 35 years in the Winneconne School District, instrumental education at all levels
Ben Heninger 9 years as an instrumental educator, 1 year as a Dean of Students, is pursuing a Doctorate in Educational Leadership
Will Janssen 33 years experience in instrumental education including marching and jazz bands, currently in the Mount Horeb School District
Pat Pollack 29 years as the middle and high school band instructor at Chequamegon Schools in northern Wisconsin
Jim Scheuer 33 years teaching instrumental music from beginners through high school, interested in small school instrumental education and advocacy. Is a percussionist
Lynn Seidl 37 years in the Luxemburg-Casco School District in middle school vocal music, interested in single gender choirs, and adolescent voices
Kati Seiter has been teaching elementary and junior high instrumental music since 2002 in the Manitowoc Public School District.
Resources
DPI: Frequently Asked Questions – Educator Licensing
PI 34 and Mentoring: Requirements and Responsibilities
PI 34 and Mentoring: Requirements and Responsibilities
Overview of mentor requirements:
- PI 34 articulates that school districts must support an initial educator with a mentor who is a teacher who has demonstrated solid performance for a minimum of three years, holds a professional educator license, and has received formal mentor training, i.e., is a “certified mentor”.
- Further, the mentor may not be in a position to formally evaluate their mentee and therefore may not serve on the Professional Development Team.
- Each mentor must be assigned only one initial educator.
Overview of mentor responsibilities:
- Provide the initial educator with ongoing support, from orientation sessions through help with self-reflection and goal setting within the initial educator’s Professional Development Plan.
- Assist the initial educator in understanding the culture of their school(s).
- Observe the initial educator’s teaching and provide advice and support.
- Help their mentee with ways of communicating with peers and parents.
To learn more about PI 34, visit the DPI website.
The Three C's of Mentoring
The Three C’s of Mentoring
Edited from The Center for Cognitive Coaching – which is now merged with Adaptive Schools Seminars to create the new Thinking Collaborative.
Coach
. . . the . . . coach is non-directive, using data and reflective questions to support and develop the teacher’s cognition related to the learning processes of students. Advice and judgments are withheld. {Mentoring}* can involve such things as working with student data, planning common curriculum implementation, or problem-resolving related to student achievement gaps.
Collaborate
The {mentor} collaborates with individuals and teams. Collaboration differs from . . . Coaching in that it is shared work around common goals. The collaboration may include planning, brainstorming, analyzing, and even advocacy.
Consultant
As a consultant, the {mentor} brings expertise to any given situation. At times the {mentor} serves as a trainer or as model for an instructional strategy. Consulting differs from coaching in that this function includes providing rationale and giving advice. On a given day, the {mentor} makes choices about when to coach, when to collaborate and when to consult. The decision-making process is complex and requires thoughtful differentiation based on the needs of the teacher . . . being served.”
*The words and acronym Building Resource Teacher (BRT) have been replaced by mentoring or mentor for purposes of this information.
Mentoring Links
Mentoring Links
- WI Teacher Standards
- Excellent sites that discuss PI 34, Mentoring, and links to other content areas and the ways they are addressing mentoring:
