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Toolkit for Mentor Practice
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Toolkit for Mentor Practice

Foreword by Lois Brown Easton



June 2012 | 400 pages | Corwin
Studies show that mentoring programmes have a positive impact on the development and retention of new teachers. This field-tested and evidence-based resource is a complete kit that provides everything mentors need to support novice teachers on their journey to becoming confident, effective professionals.

Toolkit for Mentor Practice combines a set of diagnostic tools that capture what is happening in a new teacher's classroom with a mentoring process that guides both mentor and mentee through transformational learning stages. The toolkit features:

- A three-phase mentoring process that uses data collection and collaborative conversations to improve classroom practices

- Information-gathering tools that reveal how new teachers interact with students, plan for instruction, design lessons, analyze student work, and differentiate instruction

- Implementation guidelines that explain how to use each tool with beginning teachers

- Tools in Action examples that illustrate how veteran mentors have used the tools with new teachers

This toolkit gives mentors all the forms and processes needed to guide new teachers as they develop and improve their instructional practice.

 
List of Resources
 
Foreword
 
Acknowledgments
 
About the Authors
 
Introduction
 
Section I: Role Focused Transformational Learning Stage
 
1. Transforming Practice
Purpose for Transformational Learning Stages  
Description of Transformational Learning Stages  
Purpose for Managing Transformational Learning  
Description of Managing Transformational Learning  
Notes for Implementation  
 
2. Conference Data Conference (CDC) Cycle
Purpose for the CDC Cycle  
Description of the CDC Cycle  
Notes for Implementation  
 
3. Foundations for Mentoring
Purpose for Mentor Stances  
Description of Mentor Stances  
How to Use Mentor Stances  
Mentor Stances in Action  
Notes for Implementation  
Purpose for Mentor Roles  
Description of Mentor Roles  
How to Use the Mentor Roles  
Notes for Implementation  
Purpose for Mentor Language  
Description of Mentor Language  
How to Use the Mentor Language: Questioning Prompts  
Notes for Implementation  
How to Use the Mentor Language: Paraphrasing Prompts  
Notes for Implementation  
How to Use the Mentor Language: Ways of Communication  
Notes for Implementation  
Notes for Implementing Foundations for Mentoring  
 
4. Conference Data Conference (CDC) Journal Record
Purpose for the CDC Journal Record  
Description of the CDC Journal Record  
How to Use the CDC Journal Record During the Planning Conference  
CDC Journal Record Tool in Action  
How to Use the CDC Journal Record During the Reflective Conference  
CDC Journal Record Tool in Action  
Notes for Implementation  
 
5. Beginning Conversations
Purpose for Tools for Building Trust  
Description of Tools for Building Trust  
How to Use the Tools for Building Trust  
Purpose for Tools for Understanding Context  
Description of Tools for Understanding Context  
How to Use the Tools for Understanding Context  
Beginning Conversations Tools in Action  
Notes for Implementation  
 
6. The Administrator and Mentor Conversations
Purpose for Administrator and Mentor Conversations  
Description of the Administrator and Mentor Journal Record  
How to Use the Administrator and Mentor Journal Record  
Administrator and Mentor Journal Record Tool in Action  
Notes for Implementation  
 
7. Professional Teacher Growth Process
Purpose for Professional Teacher Growth Process  
Description of the Professional Teacher Growth (PTG) Process  
How to Use the Professional Teacher Growth Process Tools  
Professional Teacher Growth Process Tools in Action  
Notes for Implementation  
 
8. Professional Mentor Growth Process
Purpose for the Professional Mentor Growth Process  
Description of the Professional Mentor Growth (PMG) Process  
How to Use the Professional Mentor Growth Process Tools  
Professional Mentor Growth Process Tools in Action  
Notes for Implementation  
 
Section II: Practice Focused Transformational Learning Stage
 
9. Collecting Evidence: Teacher and Student Behaviors
Purpose for Collecting Evidence: Teacher and Student Behaviors  
Description of Seating Charts  
How to Use Seating Charts to Collect Data  
Seating Chart Tools in Action  
Notes for Implementation  
 
10. Collecting Evidence: Teacher and Student Verbal Interaction
Purpose for Collecting Evidence: Teacher and Student Verbal Interaction  
Description of Collecting Evidence: Teacher and Student Verbal Interaction  
How to Use the Collecting Evidence: Teacher and Student Verbal Interaction Tools  
Collecting Evidence: Teacher and Student Verbal Interaction Tools in Action  
Notes for Implementation  
 
11. Observing a Master Teacher
Purpose for Observing a Master Teacher  
Descrption of Observing a Master Teacher  
How to Use the Observing a Master Teacher Tools  
Observing a Master Teacher Tools in Action  
Notes for Implementation  
 
12. Student Data Mapping
Purpose for Student Data Mapping  
Description of Student Data Mapping  
How to Use the Student Data Map Characteristics  
How to Use Student Data Map Standardized Assessments  
How to Use the Student Data Map Teacher-Created Assessment  
Student Data Mapping Tools in Action  
Notes for Implementation  
 
13. Planning for Instruction
Purpose for the Instructional Planning Process  
Description of the Instructional Planning Process  
How to Use the Instructional Planning Process  
Instructional Planning Process Tools in Action  
Notes for Implementation  
 
14. Lesson Design
Purpose for Lesson Design  
Description of Lesson Design  
How to Use the Lesson Design Tools  
Lesson Design Tools in Action  
Notes for Implementation  
 
15. Videotaping as a Process for Reflection
Purpose for Videotaping as a Process  
Description of Videotaping as a Process  
How to Use the Videotaping Tools  
Videotaping Tools in Action  
Notes for Implementation  
16. Collecting Evidence: Student Engagement  
Purpose for Collecting Evidence: Student Engagement  
Description of Collecting Evidence: Student Engagement  
How to Use the Student Engagement Tools  
Student Engagement Tools in Action  
Notes for Implementation  
 
17. Probing Higher Level Thinking
Purpose for Questioning Skills  
Description of Questioning Skills  
How to Use Questioning Skills  
Purpose for Questioning Word Banks  
Description of Questioning Word Banks  
How to Use Questioning Word Banks  
Probing Higher Level Thinking Tools in Action  
Notes for Implementation  
 
Section III: Learner Focused Transformational Learning Stage
 
18. Analyzing Student Work
Purpose for Analyzing Student Work  
Description of Analyzing Student Work  
How to Use the Analyzing Student Work Tools  
Analyzing Student Work Tools in Action  
Notes for Implementation  
 
19. Planning for Differentiated Instruction
Purpose for Planning for Differentiated Instruction  
Description of Planning for Differentiated Instruction  
How to Use the Planning for Differentiated Instruction Tools  
Planning for Differentiated Instruction Tools in Action  
Notes for Implementation  
 
20. Analyzing Student Assessments
Purpose for Analyzing Student Assessments  
Description of Analyzing Student Assessments  
How to Use the Analyzing Student Assessment Tools  
Analyzing Student Assessment Tools in Action  
Notes for Implementation  
 
21. Planning for Differentiated Mentoring
Purpose for Differentiated Mentoring  
Description of Differentiated Mentoring  
How to Use the Differentiated Mentoring Tools  
Differentiated Mentoring Tools in Action  
Notes for Implementation  
 
22. Reflecting on One's Practice
Purpose for Reflecting on One's Practice  
Description of Reflecting on One's Practice  
How to Use the Reflecting on One's Practice Tools  
Reflecting on One's Practice Tools in Action  
Notes for Implementation  
 
Resources
 
References
 
Index

"The data collection tools are eye-opening for both the beginning teacher and the mentor. The tools help mentors capture pertinent data, but they also sometimes reveal information you might not have looked for."

Pam McKinney, Teacher Mentor
Agua Fria Union High School District, Avondale, AZ

"The mentoring tools in this book allow me to have a reflective dialogue with teachers about their instruction that is unbiased, nonthreatening, and data driven. I use the various tools daily so that the needs of all my teachers are met. As my teachers evolve and advance in their practice, so do the tools I use with them."

Amber Mieras, District Mentor
Union Elementary School District, Tolleson, AZ

"Patty Horn and Kristin Metler-Armijo understand the variables that contribute to a successful mentor-mentee relationship, focusing on the importance of collaboration, reflective practice and trust. Their practical and user-friendly resources ensure novice teachers are supported without losing sight of student achievement as the ultimate goal."

C. Kevin Imes, Director of Curriculum, Instruction, and Assessment
Agua Fria Union High School District, Avondale, AZ

"Patty Horn and Kristin Metler-Armijo's compilation of prompts, journal records, and data collection tools are invaluable for creating a nonthreatening relationship with teachers and helping capture their strengths and areas of need. The prompts and data collection tools are crafted to guide teachers through their journey of professional development. The journal records are essential for maintaining the focus of the conversation on teaching standards and increased student achievement. As a second-year mentor, these items have allowed me to create lasting relationships and transform teacher practices from good to great and beyond."

Margie Rey Suero, District Mentor
Pendergast Elementary School District, Phoenix, AZ

"Horn and Metler-Armijo have beautifully captured the reciprocal nature of the mentor and novice teacher relationship and the learning journey that occurs between them. The authors give us a thoughtful and practical model for designing mentor programs that accelerate the transformational process that moves people from being satisfied with efficiency and effectiveness to craving meaningful work that has far-reaching impact. If you are designing a mentor program or if you need to revitalize the program you have, this book will be your primary guide."

Elle Allison, President
Renewal Coaching

This book has useful ideas which need to be adapted as it is based on mentoring in an American education system.

Mrs Suzanne Strawford
School of Education, Newman University College
January 12, 2012

Sample Materials & Chapters

Foreword by Lois Brown Easton

Introduction


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Patty J. Horn

Dr. Patty J. Horn is a Professor and Director of the Teacher Induction Program at Northern Arizona University. In her 43 years in education, she has served as a classroom teacher, department chair, an Associate Dean at Northern Arizona University, and the Dean of the College of Education at Grand Canyon University. Graduate work has been completed at Arizona State University with a major in Elementary Education and a specialization in Math and Science. She has conducted research and evaluation for mentoring and induction programs. As a team member with Cooperative Services International Education Consortium, she has traveled to Tibet, Hong... More About Author

Kristin Metler-Armijo

Kristin Metler-Armijo is currently the Project Director for the Teacher Induction Program at NAU. She was a former Academic Services Consultant team member in the Pendergast School District. Her previous experiences include developing and implementing the district induction program, curriculum development, staff development, and teaching 7th and 8th grade reading, writing and social studies.Kristin earned a Bachelor of Science degree in Secondary Education with a Social Studies emphasis from the University of New Mexico in Albuquerque, New Mexico. She earned a Masters in Educational Leadership from Northern Arizona University, and... More About Author

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ISBN: 9781412976510
$40.95