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What’s a win you’ve had recently? (something professional & something personal)

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C.O.P. Meeting

November 12, 2024

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Objectives

Discuss how to infuse equity into every mentoring conversation and leverage mentoring structures/elements to create more meaningful impact.
Reflect on how to use strengths and explore opportunities for growth in regards to bridging differences in the mentoring partnership.
Plan how to support mentees in meeting goals aligned to Standard 5. Classroom Practice.

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Agenda

Welcome 5 mins
Reflection & Sharing Promising Practices 20 mins
Bridging Difference for Better Mentoring 30 mins
Supporting Mentees in Meeting Cycle 1 Goals 30 mins
Close-out 5 mins

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Reflection & �Promising Practices

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Reflection & Sharing Promising Practices

For the next 14mins we will engage in two conversations in breakouts.

randomized First 7min block: Let’s discuss how we infuse equity into every conversation.

What are you doing as a mentor to make sure to you and your mentee are having these kinds of conversations? How are you tying it back to the work?

communities Second 7min block: Let’s revisit mentoring 1:1 meeting structures.

As mentors, how do we leverage program elements to make sure that participation within the program doesn’t feel like busy work and is really a value add?

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Reflection & Sharing Promising Practices (BOR 1, 7mins)

At training we discussed the need for every mentoring conversation to be a conversation about equity.

What are you doing as a mentor to make sure to you and your mentee are having these kinds of conversations? How are you tying it back to the work?

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Equity in Every Conversation - BOR 1

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Equity in Every Conversation - BOR 2

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Equity in Every Conversation - BOR 3

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Equity in Every Conversation - BOR 4

Identity map slide - helps to know what defines us
Talking about standard 5 with our mentees

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Equity in Every Conversation - BOR 5

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Equity in Every Conversation - BOR 6

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Equity in Every Conversation - BOR 7

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Equity in Every Conversation - BOR 8

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Equity in Every Conversation - BOR 9 Rosina, Mary, Linnea

Allowing students to have a voice in every project
Making connection to the real world
Planning activities in a way that allow multiple opportunities for students to contribute, engage and re-engage

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Equity in Every Conversation - BOR 10

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Equity in Every Conversation - BOR 11

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Equity in Every Conversation - BOR 12

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Equity in Every Conversation - BOR 13

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Equity in Every Conversation - BOR 14

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Equity in Every Conversation - BOR 15

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Reflection & Sharing Promising Practices (BOR 2, 7mins)

Let’s revisit mentoring 1:1 meeting structures.

As mentors, how do we leverage program elements and materials to make sure that participation within the program doesn’t feel like busy work and is a value add?

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Mentoring Structures - BAG

Make sure its relevant to current practice for immediate use.
Reflecting on recently taught lessons to improve differentiation in the classroom.
Sharing resources and activities and sharing resources
Share ways to improve current strategies that the teacher is already using in new ways
Implementing the strategies first before sharing. Helping to manage multiple preps within the system.
Connecting on shared experiences. Using tools such as rubrics to help mentee navigate helping students with self-evaluation and project expectations
Listening to pain points and providing possible solution options

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Mentoring Structures - NJ

It gives the standards and tells us what we should be doing
Need more examples “Ideas for growth”
It gives us a structure within the standards
Allow for time to have natural conversation about what has taken precedence (observation, student issues, parent emails, etc)

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Mentoring Structures - Wisconsin Dairyland

Listen
Support
Talk and share ideas
Understanding culture in different schools
Try to learn from mentee about culture of another school
Talking about equity and classroom practices
Sharing tools that can be helpful to mentee
Giving feedback on resources available based on our learnings from colleagues over time (Saves hours of research on the internet)

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Book Club Discussion

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Bridging Differences for Better Mentoring

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Book Study throughout the year

Phase One: Establishing the Mentoring Relationship

Preparing the Relationship
Establishing Agreements

Phase Two: Thick of Mentoring

Seeing the Differences between Us
Culture and Identity in Mentoring
Bias and Privilege in Mentoring

Phase Three: Transition to Closure Through Growth Conversations

Enabling Growth
Enabling Growth through Feedback
Coming to Closure

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Book Club BOR Directions

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For the next 20 mins, participants will:

Find the appropriate BOR slide (slide matches BOR #)
List name and identify one strength re: bridging differences

Ask yourself, what is something you do very well that enables you to find common ground with a person you may be unfamiliar with or have a difference of option? What opportunities for growth were uncovered during this time?

Provide of an example of that strength in action

What actionable steps did you take to achieve this common ground?

Discuss with others in BOR

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Book Club Q1, BOR 1 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Jennifer - sharing communities to connect with, encourage my mentee in the work he is doing.	I have been sharing resources, community connections and competitions.
Dan - Noticing different thought processes	Seeing how different student thought processes solve a problem or provide a solution to a prompt
Kathy - seeing both sides of the situation	I was in a meeting with one of my Math teachers and a parent. The Math teacher is not very aware of parents feelings, so bridging the gap was a challenge.
Daaiyah Cooke - sharing resources, providing guidance and support	Give her the opportunity to see different approaches to teaching her ML Newcomer students Computer Science. I shared my lessons for the year with my mentee and we are reviewing unplugged lessons she can use to ensure engagement and buyin from her students

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Book Club Q1, BOR 2 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Daryl - see issues from different perspectives	During the mentoring, I can put myself in the shoes of a new, enthusiastic teacher in a very different teaching situation than I am in.
Jacqueline - I am a very open and vulnerable when meeting new people and make them feel very safe sharing and feeling part of a community.	I can establish and grow relationships well through open and honest conversations where we EACH (or ALL when in a classroom) can contribute to the relationship and feel valued (we establish NORMS in our classrooms, I don’t make RULES).
Anita - I have lived in difference type of environments.	I have my students share their background and discuss how their background gives them advantages.

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Book Club Q1, BOR 3 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Jarrett - Honest Vulnerability	Understanding weaknesses and be vocal about them. “I am a person that has a tough time saying "no" at times, so I'd really appreciate it if you respected this time I'll have for prep.”
Voke - Making others Comfortable	Restates what the mentee says; offers another perspective
Gary - Curiosity	Spends the first 20-30 minutes asking questions about the mentees classes, curriculum, pedagogy, etc.
Amy - Growth Mindset	Realizes how much she “doesn’t know.” Genuinely wants to learn as much from the mentee as the mentee will learn from her.

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Book Club Q1, BOR 4 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Tiffanee	My strength is a growth mindset. I am open to other perspectives that are different from mine.
Atiyah	My strength is that I am good listener. I love to hear and learn about new cultures and experiences.

Tonya	My strength is I am a good listener. I practice listening to people to learn about their concerns and what they’re interested in

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Book Club Q1, BOR 5 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Ebonie	It is okay if you don’t agree with someone, as long as you’re willing to have a conversation and reflect on what they have to say.
Abby	Encourage story sharing to hear what is important to the other person and give perspective to what their experience is
Sheryl	Learning how to agree to disagree; seeing things through a different lense
Linnea	Giving someone full attention; rather than focusing on all the other stuff

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Book Club Q1, BOR 6 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Anjali Wahi - “Create Awareness” - cultivate first awareness and then awareness of others	Immigrant Experience - non judgemental, accept differences
Ralph - Empathy	Understanding a student who is having a rough time at home. This is not my experience so I try to understand how that must be difficult.
Saghar Homayounpour	Being an immigrant myself, I feel I have a good understanding on how much we have in common rather than the differences. And I am very aware of how implicit biases can affect others, especially my students.

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Book Club Q1, BOR 7 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Kristin - Slow to react / judge	In class, if someone exhibits a strange behavior, I don’t always criticize immediately. I ask the student about their day and what’s going on.
Mary - Patience	Patience with daily challenges with technology or the process of trying to understand concepts.
Rosina-Self Awareness/Differences	(Awareness of differences) Taking time and making space to become aware of differences (Ex: creating self reflections for students after creating projects to reflect on their academic behavior while collaborating with peers. Encourage students to be comfortable in their level of CS class and to grow together

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Book Club Q1, BOR 8 - Leaning into our strengths to bridge differences. What does that look like for you?

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Name - Strength	Strength in Action (provide an example)
Rich B - Flexibility	Last week during a presentation my students did with senior citizens from the community, I handled a Q&A where they asked a ton of random questions, and I am told by my Superintendent that I was able to handle them and refocus questions that got out of hand, on the fly.
Fatima T- Adapting to change	Having to teach different courses every year.
Aaron C	Creating interesting and fun programming assessments
Portia M - Natural ability to build rapport and connect with people from all walks of life.	When I was in the classroom the setup was very student centered and I used various tactics to build relationships with my students and adapt the course to student interests.

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Reading Schedule for the Remainder of the Project

Nov: Seeing the Differences between Us - pt. 2, pg.15-25
Dec: Culture and Identity in Mentoring - pt. 3, pg. 26-39

* Jan is skipped due to C.O.P meeting with mentees

Feb: Bias and Privilege in Mentoring - pt. 4, pg. 40-49
Mar: Enabling Growth - pt. 8, pg. 117-141
Apr: Enabling Growth through Feedback - pt. 9, pg. 142-165
May: Coming to Closure - pt. 10, pg . 166-183
Jun: No Book Club

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Mentees’ Goals

Please access your mentoring toolkit for this section

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Supporting Mentees in Achieving their Goals 15mins

Make sure everyone has a chance to share & collect input:

Share the goal your mentee set for Cycle 1 (1min)
Discuss context and any progress your mentee has made toward this goal. (2min)
Open the floor for questions and suggestions on how to support your mentee in accomplishing the Cycle 1 goal (5mins)

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Break Out Room Assignments

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5a
BOR 1 - Dan, Anita, Morgan	BOR 2 - Kristin, Fatima, Saghar
5b
BOR 1 - Anjali, Daa’iyah, Jacqueline	X
5c
BOR 1 - Daryl, Atiyah, Tiffanee	BOR 2 - Gary, Voke, Kathy
BOR 3 - Aaron, Shanti’(Rich had to go)	X

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5d
BOR 1 - Abby L., Mary, Ebonie	X
5e
BOR 1 - Jen. Gib., Ralph, Mark	X
5f
BOR 1 - Rosina, Jarrett, Jen. Gipp	X

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5a, BOR 1. Strategies for Helping Our Mentees Reach Their Goal

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5a, BOR 2. Strategies for Helping Our Mentees Reach Their Goal

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5b, BOR 1. Strategies for Helping Our Mentees Reach Their Goal

Clarifying goal to ensure correct alignment - perhaps the goal should be another standard.
Talk over ideas and strategies at length - sharing classroom best practices
Reviewing standards together
Helping to identify and find resources of interest/value to mentee
Helping them to measure progress toward goal and adjusting if necessary
Making sure meetings are scheduled regularly
Being supportive and encouraging of their efforts - building them up
Assisting in putting course/curriculum together

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5c, BOR 1. Strategies for Helping Our Mentees Reach Their Goal

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5c, BOR 2. Strategies for Helping Our Mentees Reach Their Goal

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5c, BOR 3. Strategies for Helping Our Mentees Reach Their Goal

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5d, BOR 1. Strategies for Helping Our Mentees Reach Their Goal

-Taking the opportunity to meet in person �- Having natural conversations first when meeting, then moving onto the document

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5e, BOR 1. Strategies for Helping Our Mentees Reach Their Goal

Sharing best practices to develop deeper discussions

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5f, BOR 1. Strategies for Helping Our Mentees Reach Their Goal

Incorporating AP Classroom questions as entry tickets after a lesson to give /get feedback on student skill assessment

Incorporating google docs/google forms with shared work from peers to view

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Close-out

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Cycle 1: Oct. - Dec.

1st Oct. meeting Set specific goal related to Standard 2
2nd Oct. meeting Plan how to meet goal
1st Nov. meeting Debrief integration, Plan again
2nd Dec. meeting Debrief integration, Plan again
1st Dec. meeting Debrief integration, Plan again
2nd Dec. meeting Reflect and set next steps

September orientation Get to know each other
2nd Sept. meeting Finish partnership agreement, and� Review/finish self-reflection

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Preparing

Negotiating

Enabling Growth

Retrospective

about five, 1-hour 1:1 meetings per cycle, at mutually convenient time

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Next Steps

Meet with your mentee twice per month
Help your mentee meet their Cycle1 goal by the end of the calendar year

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Optimistic Closure

What’s something you are looking forward to?

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