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Prioritizing the coaching stance so that the mentee carries the cognitive load (1.4.J)...

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Prioritizing the coaching stance so that the mentee carries the cognitive load (1.4.J)...

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It isn't all about the mentor being the expert, fixing, and doing all the work when "coaching".

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First we must build and develop our own cultural competence in order to support our mentee. Then the mentor can facilitate relationships, classrooms and responsiveness all focused on equitable practices.

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There is a definite art to listening and responding to establish a relationship between a mentee and mentor.

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Equity, culturally responsive, and learning-focused are mentioned many times throughout the standards

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1b, 1e, 1k Use of third point to engage in conversations of inequities and to analyze and reflect in service of student learning

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1b, 1e, 1k Use of third point to engage in conversations of inequities and to analyze and reflect in service of student learning

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Something I need to remember in life:
I pose inquiries for my mentee's benefit and not my own.

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Relationships are key in all aspects of our job. Just as our students do not learn as well without a good relationship, neither do our teachers (novice or experienced)

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Standard 6 - I noticed the order of the descriptors...a. develop cultural competence focuses on the mentor self-awareness from there the focus is on building relationships, promoting classroom equity, and last building culturally responsive practice. While we can work on all of these simultaneously, it would be really difficult to support a mentee unless the mentor hasn't first looked within themselves and built strong relationships. 

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Standard 6 - I noticed the order of the descriptors...a. develop cultural competence focuses on the mentor self-awareness from there the focus is on building relationships, promoting classroom equity, and last building culturally responsive practice. While we can work on all of these simultaneously, it would be really difficult to support a mentee unless the mentor hasn't first looked within themselves and built strong relationships. 

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The importance of putting in time at the beginning of the mentor/mentee relationship to get to know them.

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1i. I use questioning as a tool to promote equity.
Instead of telling someone they are wrong, question their impacts and intents.

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Phases of First-Year Teacher's Attitudes Towards Teaching

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Phases of First-Year Teacher's Attitudes Towards Teaching

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It's so important to remember this cycle and focus on this cycle with a new teacher.

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Promote Classroom Equity. 6c    The idea of framing equity-related conversations with positive presuppositions creates an environment of safety to support mentees to address practices of inequity i.e. hidden biases

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Promote Classroom Equity. 6c    The idea of framing equity-related conversations with positive presuppositions creates an environment of safety to support mentees to address practices of inequity i.e. hidden biases

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How the mentor grows professionally in cultural competence and how that growth is carried out in the work they do with their mentees.

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Phases of the first year teachers'attitudes toward teaching

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Phases of the first year teachers'attitudes toward teaching

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I love the focus on validating a teacher´s emotions of anticipation, survival, disillusionment, rejuevenation, etc.

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Not sure how to seek feedback from others to identify racial biases.

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1.b Using a variety of tools to help mentees reflect ( student work, ideo analysis, data analysis, observations) will build their awareness of equity in their classroom practices.

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1.b Using a variety of tools to help mentees reflect ( student work, ideo analysis, data analysis, observations) will build their awareness of equity in their classroom practices.

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Putting in the work and improving my awareness and advocacy in cultural understanding is imperative. Identifying biases and inequities is key.

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Being reflective of all areas of our practice is important to continue to grow.

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Important to learn the art of paraphrasing and questioning.  Listening is key. 

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Important to learn the art of paraphrasing and questioning.  Listening is key. 

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Entering and leaving conversations in the coaching stance.

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Student centered and learning focused for mentor and mentee.

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Student centered and learning focused for mentor and mentee.

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I have been thinking about how to engage in coaching cycles a little differently next year to tighten up the length of the coaching cycle and focus more on measurable student growth and equitable outcomes.

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I'm reflecting on how to integrate more observation/shared experience between mentor and mentee for ESAs, especially within my team of mental health providers