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Maximum Mentoring

Maximum Mentoring
An Action Guide for Teacher Trainers and Cooperating Teachers

January 2003 | 192 pages | Corwin
New teacher development, support, and retention all require intensive levels of one-to-one training and mentoring. Mentors may be cooperating teachers whose classrooms host the field placements of student teachers and interns, they may be mentor teachers in induction programmes, and they may be staff trainers/staff developers. This is an action guide for all mentors. It accompanies the trainer and the co-operating teacher every step of the way through the complexities of the school-based mentoring process to ensure maximum success for both mentor and mentee. Clear coverage of rules, roles, relationships, responsibilities, and procedures are accompanied by such hands-on essentials as reproducible forms, reflective exercises and answers to the difficult questions that are sure to arise. Key chapters cover the first week of school; dimensions of teaching; building trusting relationships; school-university supervisory partnerships; observation and feedback; summative evaluation; professional growth and development; and techniques for working with struggling student and novice teachers.
Ellen Moir
About the Authors
1. Introduction: First Things First
Roles for Those Who Mentor

Cooperating Teacher

Support Provider

Peer Coach or Mentor

Your Rights and Responsibilities as a Mentor

What This Book Does


1.1 Recording Your Roles and Responsibilities

1.2 Setting a Purpose to Read

1.3 Let's Go Surfing Now

2. Teacher Development
The Concerns and Reflections of Student Teachers

Novice Teachers and How They Differ From You

The Tasks Novice Teachers Accomplish

Knowledge of Pupils

Image of Self as Teacher

Integrated Procedural Routines

Categories of Concern and Changes That Occur

Thinking About Your New Teacher Partner's Thinking


2.1 Self-Study

2.2 Making Connections

2.3 Study in Pictures

3. Building a Base for the Partnership
Building Relationships Through Trust and Understanding

Getting to Know Each Other as People

Getting to Know Each Other as Professionals

Building Effective Communication Strategies

Setting and Sharing Expectations

Active Listening

Ongoing Communication


3.1 Uncommon Commonalities

3.2 Predictions

3.3 Discussion Starters

3.4 I Need/I Like Statements

3.5 Metaphors for Teaching

3.6 Knowledge Chart: Setting Goals for the Term

4. University Supervision: The Triad
"Who Is That Person and Why Is She Here?"

Understanding the Essentials of the Supervision Triad

Sharing Goals and Appreciating Perspectives

Sharing Space and Power

Sharing Time and Effort

Context for Communication and Collaboration


4.1 Understanding Expectations

4.2 Preparing for a Supervision Conference

4.3 Rating the University Supervisor, Part 1

4.4 Rating the University Supervisor, Part 2

4.5 Rating Yourself

5. Off and Running: The First Week
Using the First Week to Build Your Relationship

Building Trust With the Student Teacher

Building Trust With the New Teacher Partner

Building Communication Structures

Clear Expectations

Feedback Mechanisms

Planning the Student Teaching Experience

Becoming Familiar With the Students, Classroom, School, and Local Context

Getting to Know the Students

Getting to Know the Classroom

Getting to Know the School and District

Getting to Know the Neighborhood

Parting Words


5.1 First Week: The Off-and-Running Report Card

5.2 Assumption of Responsibility Plan

5.3 Getting to Know Our Classroom

6. Helping Novices Learn the Roles of Teaching
The Complexity of Teaching

Complex Conditions

Teachers' Many Roles

Teachers' Visions of Their Work

Tensions in Teaching

The Moral Dimension of Teaching

The Layeredness of the Experience Teacher Partner's Role

Supporting Competence in a Multifaceted Profession

Start With a Vision

Perceive and Address Classroom Complexity

Work Across the Range of Teacher Roles

Honor the Tensions of Teaching

Attend to the Moral Dimension of Teaching


6.1 Articulating a Vision of Education

6.2 Looking for Classroom Complexity

6.3 A Few of the Many Roles of Teaching

6.4 Responding to a Case With Moral Implications

7. Observation and Feedback
The Power of Feedback

Before They Teach

While They Learn

After the Lesson

Formal Observation

Scientific Approach

Artistic Supervision

Clinical Supervision

Looking Ahead


7.1 Joe's First Lesson Observation

7.2 Practicing the Scientific Aproach

7.3 Practicing the Artistic Approach

7.4 Practicing the Clinical Approach

8. Summative Evaluation
The Logic of Evaluation

What Will Be Judged?

Setting Standards of Performance

Data and Documentation

Making Data-Based Final Judgments

How the Process Can Work for You

Preparing the Summative Evaluation

Communicating Results


8.1 The Top Five Skills for Beginning Teachers

8.2 Summative Evaluation: Questions to Ask and Answer

8.3 Measuring Up to the Role of Evaluator

8.4 Evaluating Evaluation

9. Working With a Student Teacher in Trouble
What Would You Do?

Framing the Struggle

Lack of Probable Potential or Presence of Developmental Delay?

Lack of Ability or Lack of Teachability?

Marginal or Failing Performance?

Now What?

Helping Your Mentee Understand the Problem

Awareness Phase

Assistance Phase

Making Final Decisions

Successful Resolution


9.1 Framing the Struggle

9.2 Communication of Concern

9.3 Early Interventions

9.4 Preparing for a Difficult Conference

9.5 Conference Format

10. Growing as a Professional
Defining Action Research

Action Research

Conducting Action Research

Getting Going in Action Research: A Few Tips


Peer Collaborations

Professional Community Collaborations: Teacher Education Accreditation

Advanced Certification and Degrees


Graduate Degrees

Parting Words


10.1 Personal Professional Inquiries

10.2 Inquiring Into Action Research

10.3 Investigating National Board Certification

10.4 Building and Sharing Professional Portfolios

10.5 Revising the Book


"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."

From the Foreword by Ellen Moir, Executive Director
The New Teacher Center, University of California, Santa Cruz

Sample Materials & Chapters

Foreword by Ellen Moir

Chapter 1: Introduction

Gwen L. Rudney

Gwen L. Rudney, PhD, is an Associate Professor of Education at the University of Minnesota, Morris. A teacher of language arts and social studies at the middle school level for more than a decade, her teaching and research interests include classroom processes, teacher development, multicultural education, and working with parents. She has worked with student teachers and cooperating teachers in regional, national, and international settings. She is coauthor of Maximum Mentoring: An Action Guide for Teacher Trainers and Cooperating Teachers. She enjoys serving as the chair of the Minnesota Teacher of the Year Program. In... More About Author

Andrea M. Guillaume

Andrea M. Guillaume, Ph.D., is a Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. Her fields of interest include teacher cognition and devel-opment, and content area instruction. She works with practicing and prospective teachers through Professional Development Schools and through a teacher induction project. She may be reached via e-mail at More About Author

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