Detailed Day 3 Schedule
15 minutes	Review	Have the participants look back over the Formative Evaluation Form to review the criteria for each domain	Transparency or power point “Domain Recap”
1 hour	Record and Script	Remind the participants about the Evidence Finder. Tell the participants that this is the first time they will go through a complete observation. Participants record the evidence from the Class Profile and the Instruction Profile for Lauren for Domain A on the Formative Evaluation Form. Play the Lauren tape as participants script for Domain B and C. Record for Domain D.	Forms for Lauren M. Class Profile Instruction Profile Pre-observation Interview Blank Formative Observation Form Lauren video or cd (lesson only, not pre-conf.)
1 hour	Summaries, Suggestions and Scores	Each participant write summaries, suggestions and score for each domain
45 minutes	Debrief the participants’ summaries, suggestions, and scoring	1. Number the participants into four groups (one named Domain A, one B, one C, one D). Give each group two chart sheets. 2. Have the participants come to a consensus for a summary statement for their domain and write it on one sheet. 3. Then come to a consensus on a suggestion statement for their domain and write it on the second sheet. Display the sheets by domains. Have each domain group share their information and ask if anyone from another group wants to add anything. 4. For scoring, have each group look at the scores for one criterion at a time. The group is to come to a consensus for the criteria and give that score as the presenter writes the scores from each group on the overhead.	Flip chart sheets
30 minutes	Mentor documentation and fiscal responsibilities	Presenter hand out the documentation forms mentoring. Explain the issues of reporting to the project director and the issues of the two time sheets. Remind each participant that all forms are the property of the NT but that the mentor must keep copies for documentation if monitored.	Mentor packet: Suggested Timeline for Mentors Professional Growth and Development Plan Mentor’s Time Sheet Additional Time Allowable Expenditures Guidelines

20 minutes	Active Listening	At the chart tablet, ask participants to brainstorm ways we communicate. List as they share. Continue for about one minute. Almost always, they will fail to name listening as a form of communication. Discuss the importance of active listening in the mentoring relationship. Divide the participants into groups of two. Have them decide which will be the listener, and which will be the talker. Give them one minute and a topic (What you will do this weekend, your favorite vacation, etc.) At the end of one minute, have participants describe what they noticed the listener do that was a sign of his/her listening. List on chart paper as the group share. Now have participants switch roles and tell the listener do whatever he/she can to show he/she is NOT listening. At the end of one minute, have the group share out again. Discuss those characteristics of active listening. Many will want to add “Asking questions” to the list. However, when you are actively listening you do not ask questions. To ask questions means you are formulating those questions instead of focusing all of your attention on the listener. Share the transparency from pages 6-7 of Arkansas Mentoring Model (or from the Power Point)	Flip chart Transparencies of: “Roadblocks to communication” “Tips for Better Communication”
20 minutes	Peer Coaching	Discuss establishing the mentor-NT relationship. Go over the information and how the mentor might use this information with the beginning teacher.	Notebook materials: Competency 2.1 Competency 2.2 Fundamental Questions for Peer Learning Coach Improving Your Facilitation Skills
20 minutes	Observing Kari’s pre-conference	Tell the participants they are going to see a mentor conduct a pre-observation conference with a beginning teacher. As the tape is presented, the participants are to write evidence of active listening and peer coaching techniques. Play the Kari pre-conference	Chart for Kari Pre- Conference
10 minutes	Debrief Pre-conference	Discuss the observations that the participants made of active listening and coaching techniques.
20 minutes	Observing Kari’s coaching	Again have the participants write evidence of active listening and coaching techniques as they observe the coaching segment of Kari. Debrief the evidence	Chart for Kari Coaching
40 minutes	Role-play pre-conference and coaching	Participants will work in pairs. One assumes the role of the mentor and one acts as the beginning teacher. Conduct a pre-conference using the Lauren Class profile and Instructional profile. Switch roles and now role-play coaching Lauren using the summaries and suggestions that you have prepared earlier in the day.
		Alternative Activities for Day 3
40 minutes	Getting ready for Praxis III	Use the transparencies for Praxis III preparation. Discuss the points in the “Arkansas Rules” Interpretation sheet