ERIC ED382600: Mentoring: A Resource and Training Guide for Educators.

762 Pages·1994·27.2 MB·English

by  ERIC

DOCUMENT RESUME
SP 035 963
ED 382 600
Newton, Anne; And Others
AUTHOR
Mentoring: A Resource and Training Guide for
TITLE
Educators.
Regional Laboratory for Educational Improvement of
INSTITUTION
the Northeast & Islands, Andover, MA.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
REPORT NO ISBN-1-878234-06-4
PUB DATE
94
RP-91-002-008
CONTRACT
NOTE
827p,
Regional Laboratory for Educational Improvement of
AVAILABLE FROM
the Northeast and Islands, 300 Brickstone Square,
Suite 900, Andover, MA 01810 (Order #9802, $98 plus
$7 shipping charges).
Non-Classroom Use (055)
PUB TYPE
Guides
EDRS PRICE
MFO5 /PC34 Plus Postage.
Elementary Secondary Education; *Faculty Development;
DESCRIPTORS
Guidelines; Inservice Teacher Education; Learning
Activities; Literature Reviews; *Mentors; Program
Development; Program Evaluation; Program
Implementation; Reflective Teaching; Resource
Materials; *Training Methods
Reflective Practice
IDENTIFIERS
ABSTRACT
The goals of the five chapters in this guide are to
help both new and experienced educators develop as reflective
practitioners and to integrate a mentoring program into the fabric of
a school's community. The first chapter discusses adult learning and
development, reflective practice, change, and diversity. The second
chapter presents an overview of the goals for a mentoring program; a
discussion of the critical components involved in planning and
implementing a mentoring program, including the needs of new teachers
and mentors; and a review of the roles and responsibilities of the
individuals and organizations that enable a mentoring program to
work. The third chapter addresses the training of mentor teachers
(e.g., communication skills; observation, documentation, and
conferencing skills; and current theory abuot what consitutes
excellent teaching). Evaluation of the effectiveness of a mentoring
program is discussed in the fourth chapter. The final chapter
discusses mentoring in the context of a district's professional
development activities. Each chapter provides a brief review of the
research and literature on that topic, activities, and a list of
resources.
(LL)
1:**********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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U S DEPARTMENT OF EDUCATION
Of lice 01 Educational Researcri and improvemer.
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
receive,' trom the person or organization
originating it
Minor changes have been made to
improve reproduction quality
Points of view or opinions stated in this
4
document do not necessarily represent
official OERI position or policy
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Mentoring:
A Resource and Training Guide
for Educators
Developed by:
Anne Newton
The Regional Laboratory for Educational Improvement
of the Northeast and Islands
Ken Bergstrom
Vermont Department of Education
Nancy Brennan
New York State Education Department
Kathy Dunne
New Hampshire State Department of Education
Carol Gilbert
Massachusetts Department of Education
Nancy Ibarguen
Maine Department of Education
Marla Perez-Selles
The Regional Laboratory for Educational Improvement
of the Northeast and Islands
Elizabeth Thomas
Massachusetts Department of Education
Sue Martin
Editorial
Eileen Stevens
Production
Kathy Squires
Cover Design
1994
The Regional Laboratory for Educational Improvement
of the Northeast and Islands
300 Brickstone Square, Suite 900
Andover, MA 01810
0.)
for
Copyright is not claimed on the reprinted articles contained in the "Selected Readings"
each chapter. All other rights reserved.
Office of Educational
This publication is sponsored in part by the U.S. Department of Education,
of this
Researcb and Improvement, under contract number RP-91-002-008. The contents
of the U.S.
publication do not necessarily reflect the views of the department or any other agency
Govern-tient.
ISBN No. 1-878234-06-4
Library of Congress Catalog Card Number 93-086510
Printed in the U.S.A.
Mentoring: A Resource and Training Guide for Educators
Table of Contents
Foreword
Preface
iii
Acknowledgments
Introduction
ix
ix
Basic Assumptions and Beliefs
Who Is a Mentor and What Is a Mentor's Role?
xi
Why Is Mentoring Important?
The Importance of Providing Support in That First Pivotal Year
xii
xiii
The Importance of the Mentoring Experience for Mentors
xiv
The Impact of Mentoring on the Retention of New Teachers
xv
The Impact of Mentoring on Reflective Practice and Collegiality
xvi
Conclusion
Vignette
xvii
Guide to the Guide: How Do You Use This Guidebook?
xxi
xxi
How Is the Guide Organized?
xxi
How Might the Guide Be Used?
Resources on Mentoring
xxxi
Chapter 1: Understanding Critical Components
of a Mentoring Program
1-1
Introduction
1-2
Adult Development
1-19
Reflective Practice
1-32
The Change Process
1-39
Diversity
1-46
Conclusion
Activities
1-1. Understanding Adult Development, Reflective Practice,
1-47
the Change Process, and Diversity
1-55
1-2. Becoming Acquainted with Stage Theories
1-59
1-3. Promoting Teacher Growth, Part 1
1-65
1-4. Promoting Teacher Growth, Part 2
Table of Contents
Mentoring: A Resource and Training Guide for Educators
Activities (continued)
1-5. Generation of Developmental Sequence of Observable Teacher Behaviors
1-85
.
.
1-6. Teacher Stages of Development: Matching Characteristics
1-87
and Developmental Levels
1-7. Teacher Stages of Development: Matching Supports and Challenges
1-95
1-8. Developing an Action Plan to Link Supports and Challenges
1-103
to Identified Teacher Characteristics
Critical Reflection
Reflection -- Understanding Technical and
1-105
1-9.
1-10. Making Research Real
1-109
1-11. Keeping a Journal for Collegial Dialogue
1-113
1-117
1-12. Change Begins with Each of Us
1-13. Open-Ended Questions
1-121
1-14. Stages of Concern about Mentoring
1-123
1-129
1-15. Mentors as Change Agents
Growth Plan
1-133
1-16. Becoming a Mentor: A Personal Needs Assessment and
1-135
1-17. Exploring Diversity, Part 1
1-137
1-18. Exploring Diversity, Part 2
1-141
1 -19. Facing Diversity
Resources on Understanding Critical Components
of a Mentoring Program
1-145
Selected Readings
Chapter 2: Developing a Mentoring Program
2-1
Introduction
2-1
What Are the Goals of a Mentoring Program?
2-2
How Do Schools and/or Districts Design a Mentoring Program?
2-9
How Do Schools and/or Districts Implement a Mentoring Program?
2-19
What Are the Roles and Responsibilities of Participants in a Mentoring Program? .
2-23
Conclusion
Activities
2-27
2-1. Building the Foundation
2-31
2-2. Developing a Mentoring Program
2-3. Onward and Upward: Developing a Mission Statement
2-35
for a Mentoring Program
2-41
2-4. Teachers and Administrators: What Are Their Roles?
2-53
2-5. What Makes a Good Mentor?
2-55
2-6. Teachers' Needs
2-7. A Closer Look at Your Mentoring Site:
2-57
Driving Forces and Restraining Forces
2-8. Developing an Action Plan for the
2-5';
Implementation of a Mentoring Program
2-65
2-9. Say When: The Mentor's Gift of Time
Table of Contents
Mentoring: A Resource and Training Guide for Educators
Resources on Developing a Mentoring Program
2-67
Selected Readings
Chapter 3: Preparing Mentor Teachers
Introduction
3-1
Building a Relationship
3 -1
Effective Teaching and Beyond
3-8
Instructional Leadership
3-15
Conflict: A Trigger for Growth?
3-31
3-36
Conclusion
Activities
3-1. Preparing Mentor Teachers
3-41
3-2. All for One and One for All: Common Beliefs from Our Stories
3-45
3-3. Understanding and Celebrating Diversity
3-53
3-4. Reading Ourselves and Others: A Cultural Factor
3-57
3-5. Taking the Pulse on Your Relationship: A Checklist for Mentors
3-67
3-6. Hopes and Fears: A Letter to Myself
3-69
Setting Expectations
3-71
3-7.
3-8. The Nitty Gritty: What Do New Teachers Really Need
3-73
to Know in Our Schools?
: Introducing the School Community
I'd Like You to Meet .
3-83
3-9.
.
.
3-85
3-10. Charting New Teachers' Needs
3-87
3-11. A Wrinkle in Time
3-89
3-12. Planning Classroom Lessons
3-93
3-13. "Debriefing" Classroom Lessons
3-14. We're Ready to Help: A Collegial Collection of Resources for New Teachers .
3-95
3-99
3-15. Responsive Viewing: A Look Inside Classrooms
3-149
3-16. Nuts and Bolts
3-169
3-17. The Five-Minute University
3-18. Weaving the Threads: The What, Why, and How of Instructional Leadership
3-177
3-183
3-19. Pre-conferencing and Teachers' Conceptual Levels
3-187
3-20. Revolving Doors: A Videotape Reflection Cycle
3-189
3-21. Beyond Fashion: The Instructional Leadership Style of Best Fit
3-197
3-22. Changing the Game: An Inside View of Conflict Resolution
3-205
3-23. Are You Listening?
3-209
3-24. More than a Glance: Sending I-Messages
3-215
3-25. Through a Two-Way Mirror: Reflecting on Dealing with Difficult People .
.
3-231
3-26. In a Jam: How to Advocate for a New Teacher
3-237
3-27. Resolving Potential Conflicts
Resources on Preparing Mentor Teachers
3-243
Selected Readings
Table of Contents
Mentoring: A Resource and Training Guide for Educators
Chapter 4: Statistics and Stories
Introduction
4-1
Why Is Evaluation Important?
4-1
4-2
What Is Evaluation?
4-4
What Are the Decisions Involved in Designing an Evaluation?
4-8
How Should You Report the Results of Your Evaluation?
4-11
Conclusion
Activity
4-15
4-1. Documenting Statistics and Stories
Resources on Statistics and Stories
4-19
Chapter 5: The Launch -- Teacher Induction as the Crucial Stage
of the Professional Development Journey
5-1
Introduction
5-2
How Is the Concept of Professional Development Changing?
5-4
What Is Good Professional Development?
5-7
How Can Induction Represent the Best of Professional Development Practices?
.
.
Transforming the Profession: The Power of Mentoring
5-11
Activity
5-15
5-1. Mentoring Models the Best of Professional Growth
Resources on Teacher Induction as the Crucial Stage
of the Professional Development Journey
5-23
S
Table of Contents
Mentoring: A Resource and Training Guide for Educators
Table of Figures
The Recommended Audience(s) and Strand(s) of Mentor Preparation
Figure 1.1
Addressed by Activities in the Guidebook
Structure for Initial Mentor Workshops
xxvii
Figure 1.2
Suggested Activities for Multiconstituent Planning Groups
xxix
Figure 1.3
1-4
Theorists' Views on the Phases of Adult Development
Figure 1.1
Theorists' Views on the Stages of Moral and Ego Development
1-5
Figure 1.2
Theorists' Views Regarding Stages of the
Figure 1.3
1-8
Cognitive Development of Adults
Summary of Research Findings on Stages of Teacher Development
1-12
Figure 1.4
1-22
Theorists' Views on Reflective Practice
Figure 1.5
1-26
Characteristics of Collaborative Action and Traditional Research
Figure 1.6
Collaborative Action Research: The Cycle of Reflection-for-Action
1-27
Figure 1.7
1-28
Questions That Prompt Reflection
Figure 1.8
Ways to Encourage Reflective Practice
1-31
Figure 1.9
1-34
Stages of Change
Figure 1.10
1-38
Stages of Concern about the Innovation
Figure 1.11
1-40
Key Skills for Educational Assistance Personnel
Figure 1.12
2-3
Proposed Time Line for Designing a Mentoring Program
Figure 2.1
2-10
Proposed Time Line for Implementing a Mentoring Program
Figure 2.2
2-11
Needs of Beginning Teachers Identified in the Literature
Figure 2.3
2-13
Qualities, Skills, and Abilities of Mentors
Figure 2.4
Orientation and Training Activities Provided to Mentors by the
Figure 2.5
2-16
Greece (NY) Central School District in School Year 1990-91
Orientation and Training Activities Provided to New Teachers by the
Figure 2.6
2-18
Greece (NY) Central School District in the School Year 1990-91 .
.
. .
2-20
Selected Roles of Participants in a Mentoring Program
Figure 2.7
2-21
Some of the Responsibilities of Participants in Mentoring Programs .
Figure 2.8
3-6
A Mentor's Expectations for the Mentoring Relationship
Figure 3.1
Some Characteristics of Excellent Teachers'
Figure 3.2
3-11
Instructional and Classroom Management
3-13
Johari's Window Model of Competency
Figure 3.3
Visual Framework for a Comprehensive Approach to
Figure 3.4
3-18
Instructional Leadership
3-22
Components of Pre-Observation Conference
Figure 3.5
3-29
Components of Post-Observation Conference
Figure 3.6
3-30
Comparison of Learning and Teaching Perspectives
Figure 3.7
Instructional Leadership Styles: Behavioral
Figure 3.8
3-31
and Developmental Indicators
3-34
Steps to Consider in "Getting to Yes"
Figure 3.9
Table of Figures