Systematic Passion: Mentoring Theory and Practice That Works Roxanne M. Williams Ed.D. Therese M....

Systematic Passion: Systematic Passion: Mentoring Theory Mentoring Theory and Practice That and Practice That WorksWorks

Roxanne M. Williams Ed.D.Roxanne M. Williams Ed.D.Therese M. Kanai Ph.D.Therese M. Kanai Ph.D.Terry Howard Ed.D.Terry Howard Ed.D.

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Progressive Professional Progressive Professional DevelopmentDevelopment

This Type of Staff Development is Long This Type of Staff Development is Long Term and Involves an Interactive Term and Involves an Interactive Process, Whereby Teachers Process, Whereby Teachers LLearnearn through through TTeaching eaching and and RReciprocally eciprocally LLeadingeading Other Teachers. Other Teachers.

The Catalyst for Educational Reform May The Catalyst for Educational Reform May be Mentoringbe Mentoring

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What Are the What Are the Components of Effective Components of Effective Mentoring?Mentoring?

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Mentor TheoryMentor Theory Anderson and Shannon (1988)Anderson and Shannon (1988) Nyquist and Wulff (1996)Nyquist and Wulff (1996) Burlew(1991)Burlew(1991) Williams’ Pyramid (2009)Williams’ Pyramid (2009)

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Mentor TrainingMentor Training

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Components of an Components of an Effective Mentoring Effective Mentoring ProgramProgram

Carefully Planned and Sound DesignCarefully Planned and Sound Design Research-Based, Time-tested, Proven Research-Based, Time-tested, Proven

StrategiesStrategies Successful and Effective Mentor Successful and Effective Mentor Mentor Training That is Supplemented by Mentor Training That is Supplemented by

Ongoing Support, Supervision, and Ongoing Support, Supervision, and EvaluationEvaluation

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Mentor ResponsibilitiesMentor Responsibilities CoachingCoaching Goal Setting, Decision-making, Reflective Goal Setting, Decision-making, Reflective

PracticePractice State MandatesState Mandates Building Relationships Building Relationships

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Literature and Research Literature and Research on Mentor Trainingon Mentor Training

Evertson & Smithey (2000)Evertson & Smithey (2000) Giebelhaus & Bowman (2002)Giebelhaus & Bowman (2002) Calkins & Kelley (2005)Calkins & Kelley (2005)

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Systematic Strategies for Systematic Strategies for Mentor TrainingMentor Training

Induction ManualInduction Manual Coaching & mentoring: First-year & Coaching & mentoring: First-year &

student teachers student teachers (Podsen and Denmark, (Podsen and Denmark, 2000)2000)

Enhancing professional practice: A Enhancing professional practice: A framework for teaching framework for teaching (Danielson, 1996)(Danielson, 1996)

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Systematic Strategies for Systematic Strategies for Mentor Training Mentor Training ContinuedContinued

Monthly Topic & MeetingsMonthly Topic & MeetingsPersonal Goal SettingPersonal Goal SettingProfessional Journal ReadingProfessional Journal ReadingClassroom ObservationClassroom Observation

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Relationship BuildingRelationship Building

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CommunicationCommunication ClearClear Positive TonePositive Tone Understandable LanguageUnderstandable Language

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Initial PhaseInitial Phase ““Honeymoon”Honeymoon”

Happy to MeetHappy to MeetGetting to Know One AnotherGetting to Know One Another

Want to Please One AnotherWant to Please One Another

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Adjustment PhaseAdjustment Phase Deeper Understanding of Those in the Deeper Understanding of Those in the

RelationshipRelationship Understanding the Teaching/Learning Understanding the Teaching/Learning

Style of IndividualsStyle of Individuals Meeting the Needs of Their Mentor Meeting the Needs of Their Mentor

PartnerPartner

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Empowerment PhaseEmpowerment Phase Formation of a Solid BondFormation of a Solid Bond Flexibility to Meet the Needs of the Flexibility to Meet the Needs of the

Mentor PartnerMentor Partner Goal SettingGoal Setting Endless Possibilities are RealizedEndless Possibilities are Realized

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Literature and Research Literature and Research on Relationship Buildingon Relationship Building

Calkins & Kelley (2005)Calkins & Kelley (2005) Hobson (2002)Hobson (2002) Rose (2003)Rose (2003)

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Systematic Strategies for Systematic Strategies for Relationship BuildingRelationship Building

Supervision of instruction Supervision of instruction (Glickman, (Glickman, 1990)1990)

Induction DayInduction Day Year 1-4 Teachers and MentorsYear 1-4 Teachers and Mentors

Presenting Together at a ConferencePresenting Together at a Conference

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Mentor Selection by Mentor Selection by Mentoring StylesMentoring Styles

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Mentoring Style Mentoring Style DefinitionsDefinitions

Mentor Role or FunctionMentor Role or Function Mentor Theorists Label Mentoring Styles Mentor Theorists Label Mentoring Styles

to Reflect Protégé’s Professional to Reflect Protégé’s Professional MaturationMaturation Senior Learner – ManagerSenior Learner – Manager Colleague-in-training – Educational ModelColleague-in-training – Educational Model Junior Colleague – Mentor (Nyquist and Junior Colleague – Mentor (Nyquist and

Wulff, 1996)Wulff, 1996)

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Pyramid Components Pyramid Components InterconnectedInterconnected

Mentor Training Should Include Mentor Training Should Include Information About Maturation of ProtégésInformation About Maturation of Protégés

Relationship Building Involves an Relationship Building Involves an Evolving Knowledge of Protégé Evolving Knowledge of Protégé

Wise Mentors Adjust Their ApproachWise Mentors Adjust Their Approach

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Qualities of a Successful Qualities of a Successful and Effective Mentorand Effective Mentor

Attitude and CharacterAttitude and Character Professional Competence and Professional Competence and

ExperienceExperience Communication SkillsCommunication Skills Interpersonal SkillsInterpersonal Skills

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Literature and Research on Literature and Research on Mentor Selection by Mentor Selection by Mentoring StylesMentoring Styles

Anderson & Shannon (1988)Anderson & Shannon (1988) Nyquist & Wulff (1996)Nyquist & Wulff (1996) Burlew (1991)Burlew (1991) Calkins & Kelley (2005)Calkins & Kelley (2005) Cunningham (1999)Cunningham (1999) Rose (2003)Rose (2003)

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Systematic Strategies for Systematic Strategies for Mentor Selection by Mentor Selection by Mentoring StylesMentoring Styles

Needs Assessment (Podsen and Needs Assessment (Podsen and Denmark, 2000)Denmark, 2000)

Ideal Mentor Scale (Rose, 2003)Ideal Mentor Scale (Rose, 2003)

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Measures of Mentor Measures of Mentor EffectivenessEffectiveness

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The Relationship SurveyThe Relationship Survey Measures Relational Satisfaction Levels Measures Relational Satisfaction Levels

of Mentors and Their Protégésof Mentors and Their Protégés Survey Items Targeted Learning, Survey Items Targeted Learning,

Teaching, and Leading (Progressive Teaching, and Leading (Progressive Professional Development)Professional Development)

Piloted and Administered in Dissertation Piloted and Administered in Dissertation (Williams, 2009)(Williams, 2009)

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The Relationship Survey The Relationship Survey ContinuedContinued

Correlation Between Relational Correlation Between Relational Satisfaction and Amount of Personality Satisfaction and Amount of Personality Style DifferenceStyle Difference

Mentors More Highly Satisfied Than Mentors More Highly Satisfied Than Protégés (Maturation?)Protégés (Maturation?)

Personality Styles the Same (SFJ)Personality Styles the Same (SFJ)

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Literature and Research on Literature and Research on Measures of Mentor Measures of Mentor EffectivenessEffectiveness

Calkins & Kelley (2005)Calkins & Kelley (2005) Evertson & Smithey (2000)Evertson & Smithey (2000) Hobson (2002)Hobson (2002) Williams (2009)Williams (2009)

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Systematic Strategies for Systematic Strategies for Measures of Mentor Measures of Mentor EffectivenessEffectiveness

The Relationship Survey (Williams, 2009)The Relationship Survey (Williams, 2009) Survey Monkey to Write Your OwnSurvey Monkey to Write Your Own

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Pairing of Mentors-Protégés Pairing of Mentors-Protégés by Personality Styleby Personality Style

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Protégé’s BenefitsProtégé’s Benefits

• SupportSupport• GuidanceGuidance• Caring RelationshipCaring Relationship• Professional GrowthProfessional Growth

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Pairing by Personality Pairing by Personality StyleStyle

One Type of PairingOne Type of Pairing Involves a Dynamic ProcessInvolves a Dynamic Process Critical to the Success of the Critical to the Success of the

Relationship/ProgramRelationship/Program

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Myers Briggs Type Myers Briggs Type Indicator (MBTI)Indicator (MBTI)

4 Dimensions4 DimensionsExtraversion (E) versus Introversion (J)Extraversion (E) versus Introversion (J)Sensing (S) versus Intuition (N)Sensing (S) versus Intuition (N)Feeling (F) versus Thinking (T)Feeling (F) versus Thinking (T)Judging (J) versus Perceiving (P)Judging (J) versus Perceiving (P)

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Literature and Research on Literature and Research on Pairing of Mentors-Protégés Pairing of Mentors-Protégés by Personality Styleby Personality Style

Hobson (2002)Hobson (2002) Rose (2003)Rose (2003) Williams (2009)Williams (2009)

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Systematic Strategy for Systematic Strategy for Pairing of Mentors- Pairing of Mentors- Protégés by Personality Protégés by Personality StyleStyle

MBTI (www.cpp.com)MBTI (www.cpp.com)

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Student Learning Student Learning OutcomesOutcomes

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Students’ SuccessStudents’ Success Students’ Learning IncreasesStudents’ Learning Increases Students’ Attention IncreasesStudents’ Attention Increases Students’ Desire to Attain More Students’ Desire to Attain More

KnowledgeKnowledge

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Student Relationship Student Relationship with Teacherwith Teacher

Clear Communication Between Student Clear Communication Between Student and Teacherand Teacher

Teacher Shares About the Teacher Shares About the Mentor/Mentee Relationship ProcessMentor/Mentee Relationship Process

Students Meet the Mentor/Mentee Students Meet the Mentor/Mentee PartnerPartner

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Working as a TeamWorking as a Team Students from Mentor/Mentee Classes Students from Mentor/Mentee Classes

Work TogetherWork Together Classroom Environment for Collaboration Classroom Environment for Collaboration

Established and NurturedEstablished and Nurtured Student/Peer Collaboration PracticedStudent/Peer Collaboration Practiced

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Literature and Research on Literature and Research on Student Learning OutcomesStudent Learning Outcomes

Evertson & Smithey (2000)Evertson & Smithey (2000) Horton & Oakland (1997)Horton & Oakland (1997)

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Systematic Strategies for Systematic Strategies for Student Learning Student Learning OutcomesOutcomes

Evertson and Smithey (2000) Make it Evertson and Smithey (2000) Make it Evident That Mentor Training is Evident That Mentor Training is ImperativeImperative

Coaching & mentoring: First-year & Coaching & mentoring: First-year & student teachers student teachers (Podsen and Denmark, (Podsen and Denmark, 2000)2000)

Full Circle Back to Mentor Training Full Circle Back to Mentor Training

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How would you rate mentor training?How would you rate mentor training?

1.1. Not importantNot important2.2. UnsureUnsure3.3. Some need itSome need it4.4. ImportantImportant5.5. CrucialCrucial

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How would you rate relationship building?How would you rate relationship building?


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How would you rate mentor selection by How would you rate mentor selection by mentoring styles?mentoring styles?


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How would you rate measures of mentor How would you rate measures of mentor effectiveness?effectiveness?


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How would you rate pairing of mentors-How would you rate pairing of mentors-proteges by personality style?proteges by personality style?


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How would you rate student learning How would you rate student learning outcomes?outcomes?


ReferencesReferences Anderson, E. M., & Shannon, A. L. (1988). Systematic mentoring for new faculty teachers and graduate Anderson, E. M., & Shannon, A. L. (1988). Systematic mentoring for new faculty teachers and graduate teaching teaching

assistants [Electronic version]. assistants [Electronic version]. Journal of Teacher EducationJournal of Teacher Education, 39, 38-42., 39, 38-42. Burlew, L. D. (1991). Multiple mentor model: A conceptual framework [Electronic version]. Burlew, L. D. (1991). Multiple mentor model: A conceptual framework [Electronic version]. Journal of CareerJournal of Career DevelopmentDevelopment, ,

17, 213-221.17, 213-221. Calkins, S., & Kelley, M. R. (2005, August). Mentoring and the faculty-TA relationship: Faculty perceptions and Calkins, S., & Kelley, M. R. (2005, August). Mentoring and the faculty-TA relationship: Faculty perceptions and

practices [Electronic version]. practices [Electronic version]. Mentoring and TutoringMentoring and Tutoring, , 1313(2), 259-280.(2), 259-280. Cunningham, S. (1999). The nature of workplace mentoring relationships among faculty members in Cunningham, S. (1999). The nature of workplace mentoring relationships among faculty members in Christian Christian

higher education. higher education. Journal of Higher EducationJournal of Higher Education, 70(4), 441+., 70(4), 441+. Danielson, C. (1996). Danielson, C. (1996). Enhancing professional practice: A framework for teachingEnhancing professional practice: A framework for teaching. Alexandria, VA: Association . Alexandria, VA: Association

for Supervision and Curriculum Development.for Supervision and Curriculum Development. Evertson, C. M., & Smithey, M. W. (2000, May/June). Mentoring effects on protégés’ Evertson, C. M., & Smithey, M. W. (2000, May/June). Mentoring effects on protégés’ classroom classroom

practice: An experimental field study [Electronic version]. practice: An experimental field study [Electronic version]. The Journal of EducationalThe Journal of Educational ResearchResearch, , 9393(5), (5), 294-304.294-304. Giebelhaus, C. R., & Bowman, C. L. (2002). Teaching mentors: Is it worth the effort Giebelhaus, C. R., & Bowman, C. L. (2002). Teaching mentors: Is it worth the effort [Electronic [Electronic

version]? version]? The Journal of Educational ResearchThe Journal of Educational Research, , 9595(4), 246+.(4), 246+. Glickman, C. (1990). Glickman, C. (1990). Supervision of instructionSupervision of instruction. Boston: Allyn and Bacon. . Boston: Allyn and Bacon. Hobson, A. J. (2002). Student teachers’ perceptions of school-based mentoring in initial teacher training (ITT) Hobson, A. J. (2002). Student teachers’ perceptions of school-based mentoring in initial teacher training (ITT)

[Electronic version]. [Electronic version]. Mentoring and TutoringMentoring and Tutoring, , 1010(1), 5-20.(1), 5-20. Horton, C. B., & Oakland, T. (1997). Temperament-Based learning styles as moderators of academic Horton, C. B., & Oakland, T. (1997). Temperament-Based learning styles as moderators of academic achievement achievement

[Electronic version]. [Electronic version]. AdolescenceAdolescence, , 3232(125), 131+. (125), 131+. Myers, I. B., & Briggs, K. C. (1976). Myers, I. B., & Briggs, K. C. (1976). Myers-Briggs Type IndicatorMyers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists . Palo Alto, CA: Consulting Psychologists Press, Inc.Press, Inc. Nyquist, J. D., & Wulff, D. H. (1996). Nyquist, J. D., & Wulff, D. H. (1996). Working effectively with graduate studentWorking effectively with graduate student assistantsassistants. Thousand Oaks, . Thousand Oaks, CA: Sage CA: Sage

Publications, Inc.Publications, Inc. Podsen, I. J., & Denmark, V. M. (2000). Podsen, I. J., & Denmark, V. M. (2000). Coaching & mentoring: First-year & studentCoaching & mentoring: First-year & student teachersteachers. Larchmont, NY: . Larchmont, NY:

Eye On Education.Eye On Education. Rose, G. L. (2003, August). Enhancement of mentor selection using the ideal mentor scale [Electronic version]. Rose, G. L. (2003, August). Enhancement of mentor selection using the ideal mentor scale [Electronic version].

Research in Higher EducationResearch in Higher Education, , 4444(4), 473-494. (4), 473-494. Williams, R. M. (2009). Williams, R. M. (2009). Social change through mentor-protégé personality style pairing and relational Social change through mentor-protégé personality style pairing and relational satisfactionsatisfaction. .

Ann Arbor, MI: ProQuest/UMI.Ann Arbor, MI: ProQuest/UMI.

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Roxanne M. Williams Ed.D. has taught third Roxanne M. Williams Ed.D. has taught third grade 25+ years. As the induction-mentoring grade 25+ years. As the induction-mentoring coordinator in her grade school, she guides the coordinator in her grade school, she guides the mentor training and induction process through mentor training and induction process through the induction manual she authored. the induction manual she authored. Additionally, she works through the University Additionally, she works through the University of Phoenix On-line as a Dissertation Mentor. of Phoenix On-line as a Dissertation Mentor.

E-mail: [email protected]: [email protected]

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Terry S. Howard Ed.D has been teaching Terry S. Howard Ed.D has been teaching middle grades language arts for the past 15 middle grades language arts for the past 15 years. She serves as a mentor for new years. She serves as a mentor for new teachers and serves on several school-wide teachers and serves on several school-wide committees. Additionally, Dr. Howard presents committees. Additionally, Dr. Howard presents at educational conferences throughout the at educational conferences throughout the United States. She is also employed as a United States. She is also employed as a Dissertation Mentor with the University Of Dissertation Mentor with the University Of Phoenix School Of Advanced Studies. Phoenix School Of Advanced Studies.

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Therese Kanai, Ph.D. has been involved with Therese Kanai, Ph.D. has been involved with the field of education for twenty-five years. the field of education for twenty-five years. She has been an online instructor for twelve She has been an online instructor for twelve years and dissertation mentor for ten years.years and dissertation mentor for ten years.

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Systematic Passion: Mentoring Theory and Practice That Works Roxanne M. Williams Ed.D. Therese M....

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