MDE Mississippi Teacher
Center
Beginning Teacher Support
Training Program: Module 2
Key to Module
= Read
= Common Questions Asked
= Stop and Reflect
= Dialogue with New Teacher
= Action Steps
= Tools to use with Teacher Mentoring
Outcomes
Module 1
Mentors
and New
Teachers
view
module.
Module 2
Identify the needs of the New
Teacher and offer support
tailored to those needs
Module 3
Module 2
Supporting The New Teacher
A Guide for Working Together
a)
b)
c)
d)
e)
f)
g)
First Year Teacher Issues and Needs
Types of Interaction and Collaboration Activities
Phases of First-Year Teaching
MS Teaching Standards: Our Commitment
M-STAR as a Guide
Continuum of New Teacher Growth: Our Journey
The Standards and the Continuum
New Teachers talk about
Induction (Mentoring)
https://youtu.be/rOWSM2rokdw
A Collaborative Journey
View with a purpose:
1.
2.
After watching together, discuss the following:
How can the Mentor serve as a coach, an observer, an
idea generator, a guide?
What focus areas are covered between the Mentor
and New Teacher?
A supportive Mentor can help the New
Teacher address these potential needs:
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Setting up the classroom: physical space,
classroom rituals, routines and procedures
Planning for the first weeks of school
Covering the required curriculum: materials,
guides, resources
Technology: use, expectations
Grading: procedures, format
Parent Relations: contact, language, frequency
Relieving Stress
STEPS you can take together
STEP 1: Assess New Teacher Needs
[Print out 2A, 2B, 2C for Resources on Step 1]
a) Use the Decision Points Checklist to exchange
information and generate ideas in planning the
mentoring year [Resource 2A]
b) Use the Focal Points Checklist to identify
concerns and areas of confidence (identifies challenges
in areas of Classroom Management, Time Management, Workload,
Classroom Instruction, Technology, Standards, Diversity,
Motivation, Isolation, Relationships with Parents and Colleagues
[Resource 2B]
c) Use the New Teacher Needs Assessment
Questionnaire to discuss specific areas [Resource 2C]
d) Discuss Common Issues your New Teacher will
face:

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
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

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Classroom Management
Time Management
Motivating Students
Differentiating Instruction and Support for individual students
Assessing Students’ work
Relations with Parents
Organization of Class Work and Classroom
e) Talk about ways of addressing the issues identified
after completing the checklists and questionnaire
For example:
Mentor: “In my experience, I have found….”
“I hear you saying that you would like info about…”
New Teacher: “In my college training I learned…”
“I have a question about…”
There are multiple ways to interact
with your New Teacher
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Grade or subject
standards and
expectations
Discussing Curriculum
Planning Lesson
Creating Classroom
Culture
Providing Resources
Using Technology
Modeling a Lesson
Observing a Veteran
Teacher Together
First Year Teacher
Observing Mentor

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Problem Solving
Discussing Individual Student
Needs
Mentor Observing First Year
Teacher
Pre-Observation Conference
Post-Observation Conference
Discussing Student
Assessment
Analyzing Student Work
Analyzing Data
Reflecting
IEP Development
Communicating with Parents
STEP 2: Examine Phases of New Teaching
[Print out 2D-Phases of First Year Teaching and 2E-Phases
explained for Resources on Step 2]
a) Look at the next 7 frames to learn about the Phases
of New Teaching in order to better understand what
often occurs during the first year
b) Discuss the characteristics of each phase:
 Describe each phase
 Consider what the New Teacher might be
thinking and saying in each phase
 Consider how the Mentor can give support in
both words and actions for each phase
Phases of First Year Teachers
Attitudes Toward Teaching
Anticipation
Anticipation
Reflection
Survival
Rejuvenation
Jul
Jun
May
Apr
Mar
Feb
Jan
Dec
Nov
Oct
Sep
Aug
Disillusionment
Anticipation Phase
New Teacher may:
Feel excited, but anxious
Be ready to conquer the world
Mentor Support:
Encourage
Build confidence by noticing specifics
Offer help and positive advice
Survival Phase
New Teacher may:
Question—Can I really do this?
Operate one day or one activity to the next
Feel frustration
Feel like giving up
Mentor Support:
Address specific questions/needs
Work on one thing at a time
Offer any assistance needed
Surprise with encouraging notes or care
packages (Chocolate always helps!)
Disillusionment Phase
New Teacher may:
Question decision to invest in becoming a teacher
Doubt ability to do things right
Struggle with classroom management
Feel overwhelmed with work and papers
Mentor Support:
Build time for discussion into your meetings
Focus on reflection, successes, achievements
Offer to assist in specific areas
Offer to take class during your planning period to give
new teacher time to work on a task or observe
another teacher
Rejuvenation Phase
New Teacher may:
Begin to see the light at the end of the tunnel
Express that self-confidence is rising
Feel a sense of relief at being half way through the year
Mentor Support:
Focus on programs and teaching strategies
Introduce/try something new together
Reflect on teaching practices to begin to sort those that
work and those that need adjustment
Reflection Phase
New Teacher may:
Express relief and a sense of satisfaction
Look back on the year
Plan ahead for next year
Feel a sense of pride and accomplishment
Mentor Support:
Give specific assistance when requested
Notice accomplishments
Talk about plans for next year
Reflect upon what worked and what could be
changed
New Anticipation Phase
New Teacher may:
Articulate a vision of what the next
year will look like
Express feelings of excitement
Offer ideas for new year
Mentor Support:
Collaborate on plans for new year
Co-plan
Celebrate!
Reflection time
[Can be repeated periodically during the year]
As New Teacher, what are you feeling (which
phase?) and in what areas do you feel you need
support?
As Mentor, how can you best support your
New Teacher after discussing the areas of need
and the phases?
STEP 3: Examine the MS Teaching
Standards
[Print out 2F and 2G for resources on Step 3]
a) Look at the MS Teaching Standards (10
Principles) on the next frame.
b) Talk with your New Teacher about these
Standards.
c) Discuss what these Standards look like, feel like
and sound like.
d) Emphasize that the Standards provide a guide
for best practices for all teachers in Mississippi
and help prepare teachers for the M-STAR.
Makes subject matter meaningful
Understands development
Understands
diversity
Communicates effectively
Plans effective instruction
Assesses
continuously
Reflects continuously
Understands teaching
strategies
Creates effective
LEARNING ENVIRONMENT
MS TEACHING STANDARDS
Relates to home, school, community
STEP 4: Review the M-STAR
a) Share a copy of the M-STAR Brochure to
discuss the 5 Domain areas, the 20
Standards and the Evaluation Methods
[Print out 2H as a Resource for Step 4]
b) View MDE Introduction to Domains
http://www.mde.k12.ms.us/teachercenter
c) Working with your New Teacher,
dissect each Domain.
 What are the essential components
under each?
 What Standards are covered under each
Domain?
 Determine a focus area to scaffold and support.
 From your experiences, share
what helped you to succeed with
specific aspects of the M-STAR.
M-Star: Mississippi Statewide Teacher
Appraisal Rubric
Domain I: Planning
Content Knowledge, Pedagogy, Diversity, CCSS
Domain II: Assessment
Data Collection, Data-informed Instruction, Student Feedback
Domain III: Instruction
Content Knowledge, Student Engagement,
Multiple Delivery Strategies, Communication
Domain IV: Learning Environment
Manages Space and Resources, Positive Climate, Culture of
High Expectations, Culture of Productive Learning for All
Domain V: Professional Responsibilities
Continuous Professional Development, MS Code of Ethics,
Communication, Part of Professional Learning Community
d) Point out that it is helpful to begin gathering
artifacts for Domains I, II and V
Helpful Hints: + Talk over keeping a record of all professional
development experiences and PLC meetings
+ Review the MS Code of Ethics under Domain V
e) Share strategies and ideas for Domains
III and IV, which are assessed through
observation and conferences with the
administrator
Helpful Hints: + Set up time to reciprocate with visits to your new
teacher’s classroom and times for your new teacher to see you in
action for best practices in content, teaching strategies and learning
environment
+ This is an opportunity to script what you hear and
see in non-judgmental visits to enrich what happens, what works,
and what can be improved
f) Suggest the new teacher take the
M-STAR Teacher Self-Assessment to
get familiar with what is expected and
being assessed by administrators
[Resource 2i]
Helpful Hint: This instrument provides a
structure for meaningful discussion and
guidance.
STEP 5: Explore the Continuum of
New Teacher Development
a) As the New Teacher develops from a Beginning
Teacher (requiring ongoing assistance), to an Emerging
one (more self-directed with some support), to Applying
(teaching independently), Integrating (moving beyond the
classroom and into leadership) and, finally, Innovating
Educator (contributing to the broader education
community, staff development, classroom-based
research), use the Continuum periodically to discuss
areas of professional strengths and challenges on the
journey to autonomy and accountability
Continuum of Teacher Development:
Beginning
Emerging
Applying
Integrating
Innovating
A level of
professional
development in
which the teacher
relies on ongoing
assistance from
more experienced
colleagues for
support,
guidance, and
survival, and is
trying to
internalize and
apply what she or
he has learned
about teaching
A level of
development in
which the teacher
still relies on more
experienced
colleagues for
support but is
moving toward
becoming more
self-directed and
independent in her
or his practice
A level of
development in
which the teacher
is able to teach
independently,
internalizes and
easily applies what
she or he has
learned about
teaching.
A level of
development in
which the teacher
is fully skilled,
confident, and able
to integrate
complex elements
of instruction,
curriculum, and
professional
development into
that practice. The
integrating teacher
moves beyond the
classroom in
her or his teaching,
collegial
relationships, and
professional
growth
activities and is
often a leader
among peers
A level of
development in
which the teacher
is
consistently
innovating and
creating in all areas
of teaching and
professional
development. A
leader in school,
district, and local
community, the
innovating teacher
contributes to the
broader education
community through
staff development,
classroom-based
research, and
articles in
professional
journals
Discuss where your new teacher is in specific components of the journey.
For example, where in technology use? subject content? time management?
b) The Continuum for New Teacher Development
provides a structure when measuring growth with the
MS Teaching Standards
[Print out 2J—Continuum of Teacher Development and
2K—Continuum and MS Teaching Standards Matrix]
+ Using 2J, discuss how you and your New Teacher are on a
professional journey and may be at different places on the
Continuum with various skills and areas of expertise
+ Using 2K, look at the MS Teaching Standards and where your New
Teacher is on the Continuum to help establish a focus for growth
STEP 6: Regularly Interact to Scaffold,
Support, Brainstorm, Co-plan, and Celebrate
a) Review the kinds of interactions between New
Teacher and Mentor to determine
collaboratively –and record on a weekly
basis—how you and your new teacher engage
in the various types of interaction
[Print 2L for a sample Collaboration Log]
b) Communicate and brainstorm your best and
most positive strategies and problem-solving
skills, and listen to and learn from ideas your
New Teacher is using
c) Share the ABC’s for First Year Teachers
[Print out 2M for the ABC’s]
An Opportunity to Interact and Collaborate
with your New Teacher
View together with a purpose:
 What practices do students discuss?
 What practices do the teachers explain help students learn?
 What do you notice about the learning environments?
 What practices do you currently use or would consider using in
the future?
Best Practice:
What Students and Teachers Think
https://youtu.be/qBu68vuK7Cc
Congratulations!
You have completed Module 2 that has provided the following guidelines:
Steps for working with your New Teacher
Checklists to identify areas your New Teacher may find
challenging
What New Teachers say about Mentoring
The Phases of First Year Teaching and ways the Mentor
can support New Teachers
The MS Teaching Standards
M-STAR as a Guide
The Continuum of New Teacher Development
Types of Interaction with your New Teacher
Module 3 offers additional resources to expand and enhance your
experience with New Teachers as colleagues.
RESOURCES/TOOLS FOR MODULE 2
For Step 1
2A-Decision Points Checklist
2B- Focal Points Checklist
2C-New Teacher Needs Assessment Questionnaire
For Step 2
2D- Phases of First Year Teaching
2E- Phases Explained
For Step 3
2F-Mississippi Teaching Standards
2G-Standards Explained
For Step 4
2H-MSTAR Brochure
2i-Teacher Self Assessment for MSTAR
For Step 5
2J-Continuum of Teacher Development
2K-Continuum and MS Teaching Standards Matrix
For Step 6
2L- Sample Collaboration Log
2M- ABCs for New Teachers