By Roxanne M. Williams Ed.D.. Experience is the best teacher?
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Transcript of By Roxanne M. Williams Ed.D.. Experience is the best teacher?
How to be a Good Mentor
ByRoxanne M. Williams Ed.D.
I walked to the other building in a daze. Wasn’t somebody going to walk over with
me and tell me a little bit about what to expect? Wasn’t anyone going to show me where the bathroom was or tell me what the other teachers do for lunch? Wasn’t I
going to get a few words of encouragement, or for heaven’s sake, an idea of what time the first period started?
I felt very alone. I started to really understand that I was totally on my own
(Wong, 2002).”
Experience is the best teacher?
NEA Research – Most teachers said cooperative and competent colleagues help them the most in providing the best service in their teaching positions.
Better Idea…Have an Experience with a Mentor
Best Idea…Have an Experience with a Good Mentor
Can Anyone Become a Good Mentor?
A cheap sweater unravels after one washing, and a poor mentoring relationship will do the same!
I have a theory about this…
Mentor training: Formal systematic program that teaches best practices for classroom observation, conflict resolution, and teaching frameworks. This component implies that just teaching experience is not enough.
Definition of Mentor Training
How would you rate mentor training?
1. Not important2. Unsure3. Some need it4. Important5. Crucial
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Evertson & Smithey (2000)◦ Two types of mentor training compared◦ Better conferencing skills◦ Protégés of highly trained mentors journaled specific
discipline plans and student centered approaches◦ Protégés of highly trained mentors were rated higher
on lesson pacing, checking for student understanding, and implementing rules, routines, and procedures.
Giebelhaus & Bowman (2002) Calkins & Kelley (2005)
Literature and Research on Mentor Training
Induction Manual – Outlines mentoring process◦ Meetings◦ Steps in classroom observation process◦ Forms◦ Timelines
Coaching & Mentoring: First-year & Student Teachers (Podsen & Denmark, 2007)
Enhancing Professional Practice: A Framework for Teaching (Danielson, 1996)
The First Days of School (Wong, 2001)
Systematic Strategies for Mentor Training
Monthly Topic & Meetings◦ Personal Goal Setting◦ Professional Journal Reading◦ Classroom Observation
Systematic Strategies for Mentor Training Continued
Relationship building: A meaningful relationship must exist between mentors-protégés before any positive professional development can occur.
Definition of Relationship Building
How would you rate relationship building?
1. Not important2. Unsure3. Some need it4. Important 5. Crucial
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Calkins & Kelley (2005)◦ Faculty had difficulty with knowing how to build
mentoring relationships Hobson (2002)
◦ Protégés had problems with their mentors Rose (2003)
◦ Identifies different types of mentoring
Literature and Research on Relationship Building
Supervision of Instruction (Glickman, 1990)◦ Conceptual development must be considered
Induction Day◦ Year 1-4 Teachers and Mentors
Presenting Together at a Conference Sometimes it is wise to reassign mentor-
protégé pairs
Systematic Strategies for Relationship Building
Mentor selection by mentoring styles: Matching mentors with protégés based upon the needs or functions required, such as teaching, sponsoring, encouraging, counseling, and befriending (Anderson & Shannon, 1988)
Definition of Mentor Selection by Mentoring Styles
How would you rate mentor selection by mentoring styles?
1. Not important2. Unsure3. Some need it4. Important5. Crucial
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Literature and Research on Mentor Selection by Mentoring Styles
Different mentor roles Mentoring styles
reflect protégés professional maturation
Mentors may adjust approach
Anderson & Shannon (1988)
Nyquist & Wulff (1996) Burlew (1991) Calkins & Kelley
(2005) Cunningham (1999) Rose (2003)
Needs Assessment (Podsen & Denmark, 2007)
Ideal Mentor Scale (Rose, 2003) Create your own survey
(SurveyMonkey.com)
Systematic Strategies forMentor Selection by Mentoring Styles
Measures of mentor effectiveness: The need to measure the affects of the mentoring process in order to guide the direction of the mentor-protégé relationship and inform mentors of their effectiveness.
Definition of Measures of Mentor Effectiveness
How would you rate measures of mentor effectiveness:
1. Not important2. Unsure3. Some need it4. Important5. Crucial
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Literature and Research onMeasures of Mentor Effectiveness
Measuring relational satisfaction levels
Identify type of mentoring role preferred
Identify differences in mentor effectiveness
Calkins & Kelley (2005)
Evertson & Smithey (2000)
Hobson (2002) Rose (2003) Williams (2009)
The Relationship Survey (Williams, 2009)◦ Piloted and Administered in Dissertation ◦ Measures Relational Satisfaction Levels of Mentors
and Their Protégés◦ Survey Items Targeted Learning, Teaching, and
Leading (Progressive Professional Development)
Ideal Mentor Scale (Rose, 2003)
Survey Monkey to Write your Own
Systematic Strategies forMeasures of Mentor Effectiveness
Pairing of mentors-protégés by personality style: Purposeful pairing of mentors-protégés based upon personality tests and research indicating which types work best together.
Definition of Pairing of Mentors-Protégés by Personality Style
How would you rate pairing of mentors-protégésby personality style?
1. Not important2. Unsure3. Some need it4. Important5. Crucial
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Literature and Research onPairing of Mentors-Protégés by Personality Style
Certain careers attract specific personality types (MBTI)
Use diverse personality tests
Professional development cannot happen if people are not “getting along.”
Hobson (2002) Rose (2003) Williams (2009)
MBTI (www.cpp.com)◦ 4 Dimensions
Extraversion (E) versus Introversion (J) Sensing (S) versus Intuition (N) Feeling (F) versus Thinking (T) Judging (J) versus Perceiving (P)
Systematic Strategy for Pairing of Mentors-Protégés by Personality Style
Student learning outcomes: If the mentor-protégé relationship is an effective one, their professional development should be evident through positive student learning gains.
Definition of Student Learning Outcomes
How would you rate student learning outcomes?
1. Not important2. Unsure3. Some need it4. Important5. Crucial
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Evertson & Smithey (2000)◦ Protégés classrooms of highly trained mentors
had students that were more attentive and well behaved
Horton & Oakland (1997)
Literature and Research on Student Learning Outcomes
Evertson and Smithey (2000): Make it evident that mentor training is imperative
Coaching & Mentoring: First-year & Student Teacher (Podsen & Denmark, 2000)
Full Circle Back to Mentor Training
Systematic Strategies for Student Learning Outcomes
A Good Mentor Should be Like Being in a Warm Fuzzy Sweater?
What do you think about this?Which component of mentoring most often determines the effectiveness of the relationship?
1. Mentor training2. Relationship building3. Mentor selection by
mentoring styles4. Measures of mentor
effectiveness5. Pairing of mentors-
protégés by personality style
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