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Mentor Reflection

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In my first year at Hickory I placed a lot of focus on arranging the routines and procedures necessary to interact with my staff. With these interactions I attempted to create a relationship based on trust and openness. This year I continue to push for transformation of the school’s culture. The teachers know that I am aware of the difficulties they face, they are now aware that despite those difficulties I still expect results. The staff is aware of the mindset I expect out of them, as Samuel Carter explains, “children of all races and income levels can meet high academic standards.” I now plan to facilitate discussions that will constantly challenge teachers to reflect on their own beliefs and procedures.

This year I aim to use the relationships …show more content…

This gives the teachers immediate and direct feedback on their instruction and serves as a model for how teachers should handle informing their students on their development. Regular discussion of teaching practices both positive and critical are to be regularly had to encourage more discussion among peers. I want teachers to be comfortable with critique. They must understand that our goal is to improve and everything we do is in service of …show more content…

When conversations take place privately with teachers I want them to know that these same types of conversations are going to be had school wide. This way no one is singled out and no one is blindsided by future discussions.
With each of my teachers I want to start asking questions about why our school is a failing school. I want to bring in thoughtful inquiry for us to face the factors holding our school back. If our students are capable of success, why are they not successful? What are we doing wrong? Are these failing school wide? How can we support these claims? How can an entire school be failing? With this discussion we are not trying to assign blame for our past failings, but simply trying to inform our present to avoid future failures. These conversations are more about moving forward than dwelling on the past.

Teacher

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