Mentor Training

The Mentor Professional Development Trainings(MPDTs) are foundational courses that were developed by the New Teacher Center. These courses are only open to SEWNTP Consortium members.


General Information

Open to SEWNTP Consortium members only

  • The Mentor Professional Development Trainings (MPDTs) are foundational courses that were developed by the New Teacher Center.
  • See how the Mentor Professional Development Trainings align with PI 34
  • Intended Audience: Mentors, subject matter coaches, cooperating teachers, intern supervisors, principals, and administrators of induction programs that support beginning teachers.
  • Graduate Credit: For each MPDT graduate credit is available, more information will be provided at the workshop. Trainings that list a course number and graduate credit can be combined to earn a Mentoring/Coaching Certificate with the addition of ED 690: Understanding, Supporting, and Facilitating the Spirit of PI 34.
  • Registration is due two weeks before the event.

Important: Please read our Attendance Policy before registering. Withdraw requests received withitn 5 business days of the session will be assessed a drop fee.

The Dane County New Teacher Project (DCNTP) also offers Mentor Professional Development Trainings. Please see their website for more information.


2015-16 MPDT Offerings

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General Information

  • NTC has implemented an updated curriculum for 2015-16. 
    • Creating Conditions for Equitable Instruction has replaced Mentoring for Equity
    • Designing Effective Instruction has replaced Coaching in Complex Situations
  • Location: All trainings held at the Cardinal Stritch University Main Campus, 6801 N Yates Rd., Milwaukee, WI 53217
  • Time: 8:00am-3:00pm

Instructional Mentoring

(ED 642, 1 graduate credit)

Outcomes:

  • Employ the roles, language, and stances of effective instructional mentoring
  • Build collaborative, trusting relationships with and among beginning teachers
  • Use the Collaborative Assessment Log to assess and advance teaching practice
  • Use standards and criteria to anchor assessments about teaching and learning

Instructional Mentoring provides the foundation upon which all subsequent Mentor Professional Development Trainings are built, and it is a prerequisite for most other trainings.

 

Observing & Conferencing

(ED 643, 1 graduate credit)

Outcomes:

  • Reflect upon and discuss mentoring experiences since Instructional Mentoring
  • Extendand expand upon the use of instructional mentoring language
  • Use protocols and tools that support an effective observation cycle
  • Communicate, collaborate, and coordinate with a site administrator for beginning teacher assessment and support

Prerequisite: Instructional Mentoring OR Instructional Coaching


Using Data to Inform Instruction

(ED 644, 1 or 2 graduate credits)

Outcomes:

  • Reflect upon and discuss mentoring experiences since Observing & Conferencing
  • Use protocols for analyzing student work with beginning teachers
  • Incorporate relevant aspects of brain research to inform and transform instructional mentoring and teaching practice
  • Extendand expand upon the use of instructional mentoring language

Prerequisite: Instructional Mentoring or Instructional Coaching


Designing Effective Instruction

(ED649, 1 graduate credit)

Outcomes:

  • Use learning and experiences (from self and others) to inform future mentoring practice
  • Use tools and protocols to support teachers as they plan assessment-driven differentiated instruction aligned to content standards
  • Apply strategies for providing meaningful feedback
  • Reflect upon professional growth and set next steps

Prerequisite: Instructional Mentoring and Coaching OR Instructional Coaching


Creating Conditions for Equitable Instruction 

(ED646, 1 graduate credit)

Outcomes:

  •  Articulate the role of equity in effective instruction and student learning
  •  Select and use appropriate strategies, tools and processes to support equitable instruction
  •  Support teachers to analyze and address the influence of race language, and culture on teaching and learning
  • Use a social and emotional learning framework to support teachers in creating an equitable environment of safety, respect, and rapport
  •  Learn and practice effective response strategies that support coaching in complex situations

Prerequisites: Instructional Mentoring and Coaching OR Instructional Coaching


Designing and Presenting Professional Development

(ED 645, 1 graduate credit)

  • To understand fundamental principles of adult learning as they relate to staff development
  • To learn strategies that support adult learning
  • To practice a model for designing staff development and/or other adult learning events
  • To extend one’s personal repertoire of presentation skills and strategies

Prerequisite: None


Register Online for any SEWNTP Offering