WCE Mentor ConferencePhoto of Watson School

 

Contact Information:
Teacher-In-Residence
Somer Lewis
lewiss@uncw.edu
910-962-7669


Mentor Conference
Watson College of Education
University of North Carolina
Wilmington
601 South College Road
Wilmington, NC 28403-5980

Archived Events

2012 Annual Mentor Conference- April 24, 2012
Click Here to Access the Video Archive!

Conference Presenters and Session Abstracts:
Considering Mentor and New Teacher Expectations of the Coaching Relationship
Mr. Brian Brinkley, Director of the WCE Betty Holden Stike Educational Laboratory

A mentor’s work is often compared to that of a coach. But ‘coaching’ can have more than one meaning. We will look at the ‘coaching’ relationship built between a mentor and a new teacher and ask the question, “What expectations do mentors and beginning teachers bring as they work together towards success?”

Promoting Reflective Judgment Through Mentoring/Coaching
Dr. Kelly Batts, North Carolina Department of Public Instruction

Reflective Judgment describes how a person uses what he/she knows and understands to solve problems that have no definitive answer.  Higher levels of reflective judgment are associated with more flexibility in thought and higher levels of critical thinking.  Teachers with higher levels of reflective judgment are often able to collect and use data for evidence in decision making.  They also tend to be more collaborative and seek advice/guidance from a variety of sources.  This presentation is about how mentors/coaches can promote a higher level of reflective judgment in beginning teachers.

Mentoring as a Vehicle for Administrator Efficacy
Dr. Elizabeth Metcalf, North Carolina Department of Public Instruction

This research presented in this session examines the contributing factors associated with mentoring and how it results in an impact on leadership efficacy.  The research questions included an examination of how the school administrators attributed their current level of self-efficacy to past experiences of mentoring and how certain factors of mentor service were attributed to school administrator efficacy. Results indicated that there are specific areas in which serving as a mentor can support school administrator efficacy, including the development of greater efficacy in instructional leadership and staff development, school climate development, data-based decision making, communication in a diverse environment, and the development of a school vision. This information can inform school districts and practitioners as they strive to develop leaders from within their own ranks.

2012 Annual Mentor Conference- March 27, 2012

Click Here to Access the Video Archive!

Conference Presenters and Session Abstracts:

Mentoring: Meaningful Observations, Conferences & Handling Difficult Situations
Dr. Scott Imig, WCE Interim Associate Dean for Outreach
This session provides an overview of useful conferencing procedures. Specifically, the presenter will share research-based insights related to pre-conferencing strategies, observation methods and post-conferencing approaches to diffuse and address difficult situations.

Reflection as a Necessary Part of Mentoring: A Critical Decision
Dr. Elizabeth Foster, WCE Professor, Department of Educational Leadership
This session explores the purpose and importance of reflection as a necessary part of the mentoring relationship and mentoring process. Without the opportunity to reflect upon practice, mentors often have to guess as to the motives of the novice teacher. There is a greater opportunity for professional growth when novice teachers engage in reflective practices with the mentor. Mentors can utilize the information from the novices as a way to better understand their needs.

Tenacious 10: Management Must-haves for Mentors
Ms. Leslie Pridgen and Ms. Callie Riley, New Hanover High School
The Tenacious 10 have been cited by veteran and beginning teachers as the "must-have" strategies behind thriving, successfully run classrooms. Informed by the work of Fred Jones, this session will examine a practical approach to classroom management, helping beginning teacher mentors engage in purposeful dialogue with their mentees.

2011 Annual Mentor Conference

LINK TO ARCHIVED WEBINAR- Click Here!
The webinar actually begins at the 25 minute mark, so please fast forward.

Training Developmental Mentors: A Critical Decision
Dr. Elizabeth Foster, Professor, WCE Department of Educational Leadership

Training for mentors is one of the most critical elements to a successful mentoring   program, yet it is one of the factors that varies greatly amongst districts, both in the quality of preparation and the amount of time spent in preparation and support. Districts rarely invest heavily in their mentors, because of the time and money.  With the national and state economic situation, mentor training seems to be one of the things that is regularly reduced.  To prepare mentors in a developmental model, a district must make a long-term commitment for both the mentors and novices.  Developmental mentoring has the capacity to strengthen mentor skills and to create reflective practitioners whose judgments in the classroom demonstrate highly developed cognitive skills.  This session presents the key points to a strong developmental mentor training program.




Learning from Each Other
Dr. William Sterrett, Assistant Professor, WCE Department of Educational Leadership

Research indicates that educators desire to connect and learn from each other. Without   structures in place, this simply will not happen. This presentation describes two examples of how this collaboration can be realized. First, drawing upon an article published in Educational Leadership, Dr. William Sterrett, a former elementary principal, will discuss how he worked with a high school principal colleague to prioritize visiting each others’ schools, discussing, reflecting, and learning together. Second, Sterrett will share about a peer observation approach that he piloted with the staff in his school to allow for non-evaluative visits that promoted collaboration, teamwork, and learning from each other.

Support on Site: A School-Based New Teacher Mentoring Program
Katie Watson, Assistant Principal, New Hanover High School
Leslie Pridgen, Mentor/Trainer, New Hanover County Schools

New Hanover High School implemented a school-based mentoring program for new teachers in the 2008-2009 school year. This program is designed to supplement state-mandated mentoring programs to reduce teacher turnover. New Hanover High School has experienced reduced teacher turnover rate, improved test scores, and improved ratings on the North Carolina Working Conditions survey since the program began. This presentation will include an overview of New Hanover High School’s mentoring team journey, including resources and materials used.



The Invisible Teacher: A Self-Mentoring Sustainability Model
Dr. Marsha Carr, Assistant Professor, WCE Department of Educational Leadership

Mentoring has become a nationwide move as research suggests professional benefit from guidance and service of a mentor; however, budget constraints and time limitations are still challenges in providing effective mentoring programs. This presentation will provide an overview of a self-mentoring sustainability model* including strategies.
*This presentation is an overview of a course being provided summer 2011- recipient of the Center for Teaching Excellence Summer Pedagogy Development Initiative Award.