Drawing Conclusions

2.18.12

Action Research:
This week I've spent some time drawing conclusions on the data collected from the mentor's survey. A trend I am noticing is that it's evident that most mentors see their role as being reactive. Among some of the most popular responses: I see my role as being a problem solver, good listening, a person who answers questions.

After finding some really good points in my literature review about the importance of strategic mentoring such as being preventative-- role playing, reflection, and observing classes-- I realize that perhaps that is an important part to include in mentor training programs, "How do you solve the problem before it starts?"

The Big, More Pressing, Question:
As we are a school "phasing out" and reducing staff each year until we no longer exist, this week our staff re-interviewed for their jobs and found out their path for next year. That being said, over 20 people found out they did not make the cut for next year. Some of the teachers reduced are the mentors of first year teachers who were invited back.

Talk about emotional resilience! I need to spend some serious time thinking about how to strategically prepare a Mentor-Mentee talking point for this week that will support both participants, no matter what their status is. On the other hand, I'm thinking there is not perfect way to do this and most pairs will need differentiated emotional support.

As researching and studying must go on, my current position may call for some extra time and support for new teachers and mentors who are now job searching-- but also need their #1 priority to be teaching their students.