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The Reflective Educator’s Guide to Mentoring
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The Reflective Educator’s Guide to Mentoring
Strengthening Practice Through Knowledge, Story, and Metaphor


Other Titles in:
Coaching | Mentoring | Teacher Leadership

December 2006 | 168 pages | Corwin
'Uses metaphor to connect the reader in a personal way with the intricacies of mentoringùa powerful catalyst for reflection.'ùHal Portner, Educational Consultant'Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentor.'ùTom Ganser, Director, Office of Field Experiences, University of Wisconsin-Whitewater'What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers.'ùDebra Pitton, Associate Professor of Education, Gustavus Adolphus CollegeDeepen your mentoring practice with this innovative new approach!Effective mentoring requires planned and mindful attention to the ways in which one's knowledge, skills, and experience can be passed on to new teachers. Stressing the importance of deep reflection on one's mentoring practice, the award-winning authors offer eight models/metaphors that mentors can customize to meet the individual needs of their mentees. Proven strategies and real-life stories help teacher educators, trainers, and mentors to:Meet the diverse needs of mentor/mentee relationshipsDevelop helpful mentoring toolsContinue to reflect, learn, and grow as mentorsThis resource is sure to inspire critical conversation and fresh insights among all mentors committed to professional growth for themselves and their fellow teachers.
 
Foreword by Jeffrey Glanz
 
Preface
 
Acknowledgments
 
About the Authors
 
1. Reflecting On Your Mentoring Practice: The Story of My Mother’s Gravy
Why Is Mentoring So Important?

 
How Do You Enhance Your Mentoring Skills?

 
Why Is It Important to Be Reflective About One’s Mentoring?

 
Chapter 1 Exercises

 
 
2. Exploring the Complexity of Mentoring: What it Takes to Be an Effective Mentor
Creating an Educative Mentoring Context

 
Guiding a Mentee’s Professional Knowledge Development

 
Nurturing the Development of a Mentee’s Professional Dispositions

 
Summary

 
Chapter 2 Exercises

 
 
3. Mentor as Story Weaver: The Case of Darby With Darby Claire Delane
The Mentor

 
The Mentee

 
The Context

 
The Metaphor: A Story Weaver

 
A Glimpse of Darby, Esteban, and the Story Weaver Metaphor in Action

 
Summary

 
For Discussion

 
 
4. Mentor as Jigsaw Puzzle Enthusiast: The Case of Kevin With Kevin Berry
The Mentor

 
The Mentee

 
The Context

 
The Metaphor: A Jigsaw Puzzle Enthusiast

 
A Glimpse of Kevin, Tina, and the Jigsaw Puzzle Enthusiast Metaphor in Action

 
A Glimpse of Kevin, Joseph, and the Jigsaw Puzzle Enthusiast Metaphor in Action

 
A Glimpse of Kevin, Margaret, and the Jigsaw Puzzle Enthusiast Metaphor in Action

 
A Glimpse of Kevin, Crystal, and the Jigsaw Puzzle Enthusiast Metaphor in Action

 
Summary

 
 
5. Mentor as Tailor: The Case of Robin With Jennifer Jacobs
The Mentor

 
The Mentee

 
The Context

 
The Metaphor: A Tailor

 
A Glimpse of Robin, Diane, and the Tailor Metaphor in Action

 
Summary

 
For Discussion

 
 
6. Mentor as Coach: The Case of Tracy With Tracy Norman
The Mentor

 
The Mentee

 
The Context

 
The Metaphor: A Coach

 
A Glimpse of Tracy, Jen, and the Coach Metaphor in Action

 
Summary

 
For Discussion

 
 
7. Mentor as Mirror: The Case of Claudia
The Mentor

 
The Mentee

 
The Context

 
The Metaphor: A Mirror

 
A Glimpse of Claudia, Julia, and the Mirror Metaphor in Action

 
For Discussion

 
 
8. Mentor as Interior Designer: The Case of Paige With Angela Gregory
The Mentor

 
The Mentee

 
The Context

 
The Metaphor: An Interior Designer

 
A Glimpse of Paige, Yolanda, and the Interior Design Metaphor in Action

 
Summary

 
For Discusson

 
 
9. Mentor as Real Estate Agent: The Case of Wesley
The Mentor

 
The Mentees

 
The Context

 
The Metaphor: A Real Estate Agent

 
A Glimpse of Wesley, His Mentees, and the Real Estate Agent Metaphor in Action

 
Summary

 
For Discussion

 
 
10. Reflecting on a Mentoring Practice: The Story of the Artist
Building a Mentor’s Pedagogical Toolbox

 
How You Continue Learning and Growing as a Mentor

 
Chapter 10 Exercises

 
 
References
 
Index

"Contributes to the growing richness of mentoring literature by using metaphor to connect the reader in a personal way with the intricacies of mentoring—a powerful catalyst for reflection."

Hal Portner, Educational Consultant

"Very appropriate in mentoring programs that provide ongoing support for mentors. Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentoring."

Tom Ganser, Director
Office of Field Experiences, University of Wisconsin-Whitewater

"Mentors who read this book will be challenged to see themselves within the stories. What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers."

Debra Pitton, Associate Professor of Education
Gustavus Adolphus College

"A useful tool in thinking about how best an individual might approach mentoring. In the act of being reflective, a mentor gains the tools needed to guide a new teacher through a complex system of creating an educative-mentoring context, cultivating the dispositions of a successful educator, and guiding a mentee's professional knowledge development."

Education Review: A Journal of Book Reviews, December 2007

Sample Materials & Chapters

Foreword

Preface

Chapter 1


Diane Yendol-Hoppey

Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in... More About Author

Nancy Fichtman Dana

Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands,... More About Author

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