new teacher mentorship model

[Rhett Hudson/Chris Weaver]

Dear Susan,

Thank you for your comments.  I agree that the benefits to the mentors will
likely be deep and far-reaching, and that as we do our work in Open Space
that a spirit of mutuality will likely manifest.   In my proposal as written
I am trying to meet the people who are involved in the traditional
mentorship structure where they are currently...I don't want to be the one
to nudge the mentors out of their accustomed position of expertise; I want
Open Space to work that deep-learning magic.

Your reflections on the care that could go into the building of the
relationships are very helpful.  I had not considered this aspect before you
raised it.  I received the fine news today that NCTeach would like to hire
me officially to join the team to plan and implement the mentorship aspect
of the program over the next year.  Your comments lead me to the idea of
spending time with the planning team (which includes people with many years'
experience developing mentor trainings) to explore the relationship-building
elements of mentorship.  What does this process look/feel like from the
inside?  What could it be at its best?  Perhaps we can come up with some
good "guiding questions" to send out to our participants before the first
Open Space.  Thank you Susan.

-Chris


----------
From: SUSAN WOOD <susanowood at prodigy.net>
To: OSLIST at LISTSERV.BOISESTATE.EDU
Subject: Re: new teacher mentorship model
Date: Mon, Jul 3, 2000, 9:34 PM


I read your original idea and the new design.  You are doing great work,
it's clear.  An additional thought - mentoring offers benefits, including
learning, to the mentor as well as the mentee, beyond pay.  I would hope
that the OS meeting outcome would include an expression of needs/wants that
would provide for new teachers and mentors alike.  The balance of give/take
is important as is acknowledging mentor benefits.   I'm thinking of things
like keeping time commitments for meetings/calls, giving feedback,
questioning and learning jointly, making sure offers/acceptances are
appropriate to interests and skills - and when they are not, how to change
the agreements and relationships.   There is a certain amount of courtesy
and testing of the relationship that needs to be explored in Open Space so
the program gets off to a good start.


-----Original Message-----
From: OSLIST [mailto:OSLIST at LISTSERV.BOISESTATE.EDU]On Behalf Of Rhett
Hudson/Chris Weaver
Sent: Thursday, June 29, 2000 9:54 PM
To: OSLIST at LISTSERV.BOISESTATE.EDU
Subject: new teacher mentorship model

Dear OSLIST,

I'm all excited and bleary-eyed from one of those sweet breakthroughs into a
new application of Open Space.  I've drafted an Open-Space-based design for
a mentorship project for new public school teachers (with help from Esther,
BJ, and Chris Corrigan).  I'm striking while the iron is hot - this could be
piloted state-wide in North Carolina by the fall, bringing together a number
of teacher-support programs who have never worked in consort.  I share it
with you in its newly-created form for your feedback, and of course in the
hope that it might be useful to someone else out there.

PS TO MICHAEL HERMAN:  Where would be the best niche for posting this type
of item on the openspaceworld website?


LEARNER-BASED COMMUNITY MENTORSHIP for NEW TEACHERS
Draft, 6/30, by Chris Weaver

RATIONALE
New teachers are working in highly complex environments and have multiple
layers of needs.  They are constructing their own practice in individual
ways based on their diverse professional strengths and the diverse
environments in which they work.  The mentoring they receive should be
driven by each teacher's priorities, rather than by the agenda of an
individual mentor or support program.  The new teachers should have
effective access to a wide variety of mentoring expertise.

END RESULT
At the end of the Formation Meeting, each new teacher will have chosen a
number of mentors whom they can easily contact for different types of
advice.  Each mentor will have identified a number of new teachers whose
needs match their area of expertise.  In the ongoing contact and meetings,
these multiple mentor-mentee relationships will deepen, and new
relationships will be easily formed based on the needs of the new teachers.


I.  FORMATION MEETING
    When?         Mid-August
    Where?        NCTeach University Host Sites
    Who?            All New NCTeach Teachers
                        All available mentors (LEA, Coach-to-Coach, NCTeach
Master Teachers, Available
                        NCTeach Faculty)
    How Long?    3 1/2 hours (in this example, 6:00 to 9:30 pm)
    Process?      Open Space Technology
    Description:
                        6:00 to 6:45  -  All teachers and mentors meet.
Each participant is given a list of all participants, with individual
contact information (particularly email addresses) and room for note-taking
below each name.  Instructions are also included for ongoing listserv and/or
web-based communication.  Open Space process is introduced.  Participants
are invited to convene focus groups on a particular topic reflecting the
needs of the teachers (e.g. High School Biology, classroom management,
Standard Course of Study and Projects, homework expectations, Inclusion, EOG
7th grade reading Benchmarks...)  The convenor of each focus group (could be
a teacher or a mentor) selects a time and location for their conversation.
Schedule is posted on the agenda wall.  Participants know that they may move
freely between focus groups at any time, to find the place where they can
learn or contribute to the highest degree possible.
                        6:45 to 7:30  -  Focus Groups, session I
                        7:30 to 8:15  -  Focus Groups, session II
                        8:15 to 9:00  -  Focus Groups, session III
The convenor of each focus group is responsible for facilitating that group,
and for ensuring that a simple report is compiled.
                        9:00 to 9:30  -  Whole Group Closing Meeting
                        FOLLOW-UP  -  All focus group reports will be
compiled and distributed, electronically and/or hard copies, to all
participants within 24 hours.

II.  SUSTAINING MEETINGS
    Sustaining meetings will be held monthly throughout the school year,
following the same Open Space Process.  Focus groups will continue to be
convened around specific teacher needs.  New teachers will thus deepen their
relationships with established mentors while maintaining access to new
mentors.  New teachers will also learn collaboratively from one another, and
mentors will learn from all participants.  Focus group reports will be
compiled and distributed following each Open Space meeting.

III.  SUPPORT BETWEEN MEETINGS
    New teacher support between meetings will be driven by teacher needs and
requests.  Communication will occur on-line, as well as by phone and in
person as requested.  A fund will be established to pay for substitutes so
that mentors can make classroom visits to new teachers when requested
whenever possible.

IV.  MENTOR ROLES AND COMPENSATION
    In this structure, mentors are compensated for their participation in
the monthly Open Space meetings and for being available to the new teachers
between meetings.  Mentors will be compensated by their sponsoring
organizations (NCTeach, Coach-to-Coach, local District/LEA).  In this
learner-based structure, the actual hours spent in mentoring work will be
impossible to precisely predict.  Data on this will be collected as the
program unfolds, and adjustments in compensation/workload will be negotiated
as needed.

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists.openspacetech.org/pipermail/oslist-openspacetech.org/attachments/20000703/829e764d/attachment-0017.htm>