How can using 21st century competencies foster successful challenge with a protegee? An inquiry into mentoring with experienced teachers

The mentor's role is to balance three functions: offering support, creating challenge and facilitating a professional vision

What are 21st century competencies?

Broaden hoRizons

EDUGAINS 2016

page 42

4. teacher capacity: Teacher preparation programs need to help teacher candidates develop pedagogical strategies that promote deep learning. “Both novice and experienced teachers will need time to develop new understandings of the subjects they teach as well as the understanding of how to assess 21st century competencies in these subjects, making ongoing professional learning opportunities a central facet of every teacher’s job” (Pellegrino & Hilton, 2012, p. 12).

Good questions lead to more questions...

What pedagogical and assessment approaches are necessary to support teaching and learning of the competencies? How can competencies be assessed, particularly non-cognitive competencies? What alignments can be made between 21st century competencies and the existing learning skills and work habits?

How can I provide the appropriate balance of challenge and support with a protegee?

This is a basic understanding of the 21st century competencies.

This is a helpful handout from the TDSB

our goal always being--What are the best tools and strategies for student success?

How does my goal of offering challenge fit with what i have been learning about mentoring?

Mentoring Matters: |The mentor's role: Part two

"Framing a mentoring identity as one who builds capacity in others in a necessary first step" p.1

"Skillful mentors balance the supportive aspects of the relationship with challenges that promote continual attention to improvement in practice."

One way is to "build connections between current theory and classroom practice, and constructing and conducting action research projects, building norms of experimentation and reflective practice." p.3

Novice teachers tend to spend more of their time desgning activities and approaches, and less of their time clarifying goals and success indicators. Reducing activity-driven planning is an important goal for learning focused mentors. p40

How did I use the 21st century competencies to frame the relationship with my protegee while also supporting his understanding of how to do this with his students?

Teacher Learning and Leadership Program

TLLP

Inquiry in the Split-Grade French Classroom

Using Concept-based Curriculum to connect students to the Big Ideas

Communication, Collaboration, Critical Thinking, Learning to Learn and Reflection, Creativity

matthew was very successful with the CHALLENGES of learning to recognize and use a new pedagogy!

1:06

Using challenge in my relationship with a Teacher Education Candidate was equally as successful.

Rachel Murray: using a visible thinking routine to help students make connections to concepts in science

As a result of my TLLP activities I was in a position to mentor other experienced teachers

Provocation

But, consider, what does this word ‘intellectual’ really convey to most classroom teachers? Is it a word they are comfortable with? Do they think of themselves as being “intellectual?” And what would it take for the “average” teacher to develop a realistic vision of “intellectual work” and of “intellectual quality” in either student work or pedagogy?

How often do we consider pedagogy in our mentoring?

This is a matter that goes directly to how deeply teachers view education and to their own most deep-seated habits of thought. For example, if a discussion or presentation moves in an “intellectual” direction, many teachers complain of its being “too abstract, too theoretical” and hence “impractical”. Further conversation with them demonstrates that they think that all teachers need to be effective are techniques and tactics that can be directly communicated to them with little or no abstract reasoning or theoretical discussion. In other words, many teachers think that the abstract and theoretical is, by its very nature, impractical.

What about at the elementary level? Are we modelling this attitude of challenge for our mentees?

Summarizing my action research through the inquiry question of " How can 21st century competencies foster challenge with a mentor?"

I found EVIDENCE that encouraging the intellectual ENGAGEMENT with PEDAGOGY and curriculum instruction is an important factor in how a teacher, new or EXPERIENCED, views THEMSELVES as an aGent of education and has a meaningful impact of the kinds of intellectual activities students are exposed to.

Created By
Monique Cadieux
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