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Toolkit for Mentor Practice
Foreword by Lois Brown Easton
Field-tested and evidence-based, this all-in-one resource combines data collection tools with a mentoring process that helps improve the confidence, practices, and effectiveness of new teachers.
- Grade Level: PreK-12, Elementary, Secondary
- ISBN: 9781412976510
- Published By: Corwin
- Year: 2010
- Page Count: 400
- Publication date: June 07, 2012
Price: $44.95
For Instructors
When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.
Description
"These mentoring tools allow me to have a reflective dialogue with teachers about their instruction that is unbiased, nonthreatening, and data driven. I use the tools daily. As my teachers evolve and advance in their practice, so do the tools."
—Amber Mieras, District Mentor, Union Elementary School District, Tolleson, 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. 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
All the processes, strategies, and tools a mentor needs to support and retain new teachers!
Studies show that mentoring programs 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.
Key features
- Provides mentors with effective ways to assess strengths, challenges, and individual needs of beginning teachers in order to provide essential guidance and effective support.
- It helps novice teachers to accelerate the advancement of their classroom practice to ensure the highest levels of student learning as quickly as possible.
- Data collection tools help mentors to gather important data on teacher needs and progress. Tools have been field-tested in a variety of settings.
- Each tool is presented with an accompanying implementation guide that explains its purpose and provides tips for maximum benefit.
- Tools cover critical areas of teacher performance including lesson design, promoting student engagement, analyzing student work, and planning for differentiated instruction.
Author(s)
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 Kong, Guilin, Chengdu, China; Tunisia, Africa; Bangkok, Thailand and the Soviet Union.
She has held the office of President in Arizona for the Association of School Administrators, Science Teachers Association, and the Association of Teacher Education. Dr. Horn has also served as Secretary for the Staff Development Council of Arizona and the Association of Liberal Arts Colleges for Teacher Education as well as served on the Board of Directors for the American Association of Colleges for Teacher Education and the Arizona Rural Schools Association.
Awards include the Distinguished Higher Education Administrator, Plank Holder of the Arizona Alliance for Math, Science, and Technology Education, Outstanding Contributor to Teacher Education in Arizona, Environmental Educator of the Year, Distinguished Professor of the Year, and Arizona Rural Schools Association Hall of Fame Inductee.
Dr. Horn’s mission is to work with teachers and students so that each reaches their full potential for success.
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 currently teaches for NAU. Kristin’s professional interests have been reflected in her presentations at national, state and local conferences on various topics ranging from curriculum development to differentiated instruction. She has been on several state level committees including the Statewide Induction Committee. She is President for the Staff Development Council of Arizona and part of the governing board currently working to revive the council. Her passion is building life-long learners who recognize that we all must continue to grow for the betterment of students.
Table of Contents
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
Reviews
"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
For Instructors
When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.