766 Alignment

Gauri Bhide

Instructional Need
Over the last few years there has been a rapid increase in the number of new teachers being hired each
year at the ABC Institute in Anytown, India.
During their first year of teaching new teachers are usually paired with experienced teachers, who
informally act as their mentors. These mentor teachers have no formal training in mentoring, have no
specific mentoring guidelines to follow and no defined roles and responsibilities.
A lot of teachers have raised concerns during the annual faculty conference about the effectiveness of the
current mentoring program, where new teachers have expressed a need for better support and guidance
from mentor teachers and mentor teachers have expressed a need for formal mentor training.
Mentor teachers must have the knowledge and skills to identify and respond to new teacher needs. Also to
enhance mentor teachers commitment to delivering effective support, it is important to provide them
formal mentor training as a prerequisite to mentoring.
Delivery options
This will be a Face-to-Face instruction, conducted as a two day workshop. There may be an online
component blended with it, for activities and assessments that could be performed after the workshop is
over, at the learners' own pace.

Alignment Chart
Workshop Day 1
Terminal Objective: Mentor will be able to build trust and rapport with the new teacher
Enabling Objectives
Assessment Idea Absorb Activity
Do Activity
Connect Activity
Mentor recognizes
Mentors create a
needs of new teacher
visual
representation
(Drawing) of new
teacher
experiences
during first year
Mentor describes
generate a list
Think-Pair-Share
different Roles of a
of mentor
activity: Mentors
Mentor
activities to go
generate a list of
with a specific
mentor activities to
mentor role
go with a specific
mentor role
Mentor identifies
Think-Pair-Share
Characteristics of an
activity : Mentors
effective mentor
create a mentor
want-ad for their
institute
Mentor integrates
Role-Play:
effective strategies to
Mentors simulate
develop trusting
a Getting-torelationship with new
know
teacher
conversation

with new teacher

using the
strategies
discussed in
class.
Terminal Objective: Mentor will be able to conduct effective observations
Enabling Objectives
Assessment
Absorb Activity
Do Activity
Connect Activity
Idea
Mentor summarizes
Discussion:
Discussion: Stages
the coaching cycle
Stages of
of coaching cycle
components
coaching cycle
Mentor uses supporting Role-Play:
language during
Mentors model
coaching conversations supporting
language
Mentor uses effective
Brainstorming:
techniques to
Mentors
document observations generate
numerous
evidence
statements
Mentor conducts
Case-Study:
Case-Study: Mentors simulate a coaching
effective coaching
Mentors
conference using the skills learnt during
conferences
simulate a
the workshop
coaching
conference
using the skills
learnt during

the workshop