Maximum Mentoring
An Action Guide for Teacher Trainers and Cooperating Teachers
Gwen L. Rudney
- University of Minnesota-Morris
Andrea M. Guillaume
- California State University, Fullerton, USA
Purchase
eBook
ISBN:
9781483360867
Available from
January 0001
Hardcover
ISBN:
9780761946359
Available from
January 0001
Description
"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."
—From the Foreword by Ellen Moir, Executive Director
The New Teacher Center
University of California, Santa Cruz
What worries and activities did you think about most during your student teaching experience? What were your most consistent concerns? Your own experience as a student teacher is vital in the success of our next generation of teachers.
New teacher development requires intensive levels of one-to-one training and mentoring. Maximum Mentoring provides you, the mentor, with an action guide through the complexities of the school-based mentoring process to ensure maximum success for both mentor and mentee.
This excellent resource features:
- Step-by-step guidance for one-on-one mentoring and supervision of student teachers and novice teachers, including clear coverage of rules, roles, relationships, responsibilities, and procedures
- Hands-on essentials, such as reproducible forms, checklists, activities, answers to frequently asked questions, and reflective exercises for mentor and mentee
- Input on school-university supervisory partnerships
- Information on observation and feedback, formative assessment, summative evaluation, and professional growth and development
- Suggestions for working with struggling students and novice teachers
As a mentor, you provide leadership by guiding the classroom-based portion of student teachers' professional education as well as collaborative opportunities for new teachers to explore and reflect on their practice in a safe setting. The purpose of this essential text is to provide support for you as you support future teacher development.
Contents
Foreword
Foreword
Acknowledgments
Acknowledgments
About the Authors
- 1. Introduction: First Things First
- Roles for Those Who Mentor
- Cooperating Teacher
- Support Provider
- Peer Coach or Mentor
- Your Rights and Responsibilities as a Mentor
- What This Book Does
- Exercises
- 1.1 Recording Your Roles and Responsibilities
- 1.2 Setting a Purpose to Read
- 1.3 Let's Go Surfing Now
- 2. Teacher Development
- The Concerns and Reflections of Student Teachers
- Novice Teachers and How They Differ From You
- The Tasks Novice Teachers Accomplish
- Knowledge of Pupils
- Image of Self as Teacher
- Integrated Procedural Routines
- Categories of Concern and Changes That Occur
- Thinking About Your New Teacher Partner's Thinking
- Exercises
- 2.1 Self-Study
- 2.2 Making Connections
- 2.3 Study in Pictures
- 3. Building a Base for the Partnership
- Building Relationships Through Trust and Understanding
- Getting to Know Each Other as People
- Getting to Know Each Other as Professionals
- Building Effective Communication Strategies
- Setting and Sharing Expectations
- Active Listening
- Ongoing Communication
- Exercises
- 3.1 Uncommon Commonalities
- 3.2 Predictions
- 3.3 Discussion Starters
- 3.4 I Need/I Like Statements
- 3.5 Metaphors for Teaching
- 3.6 Knowledge Chart: Setting Goals for the Term
- 4. University Supervision: The Triad
- "Who Is That Person and Why Is She Here?"
- Understanding the Essentials of the Supervision Triad
- Sharing Goals and Appreciating Perspectives
- Sharing Space and Power
- Sharing Time and Effort
- Context for Communication and Collaboration
- Exercises
- 4.1 Understanding Expectations
- 4.2 Preparing for a Supervision Conference
- 4.3 Rating the University Supervisor, Part 1
- 4.4 Rating the University Supervisor, Part 2
- 4.5 Rating Yourself
- 5. Off and Running: The First Week
- Using the First Week to Build Your Relationship
- Building Trust With the Student Teacher
- Building Trust With the New Teacher Partner
- Building Communication Structures
- Clear Expectations
- Feedback Mechanisms
- Planning the Student Teaching Experience
- Becoming Familiar With the Students, Classroom, School, and Local Context
- Getting to Know the Students
- Getting to Know the Classroom
- Getting to Know the School and District
- Getting to Know the Neighborhood
- Parting Words
- Exercises
- 5.1 First Week: The Off-and-Running Report Card
- 5.2 Assumption of Responsibility Plan
- 5.3 Getting to Know Our Classroom
- 6. Helping Novices Learn the Roles of Teaching
- The Complexity of Teaching
- Complex Conditions
- Teachers' Many Roles
- Teachers' Visions of Their Work
- Tensions in Teaching
- The Moral Dimension of Teaching
- The Layeredness of the Experience Teacher Partner's Role
- Supporting Competence in a Multifaceted Profession
- Start With a Vision
- Perceive and Address Classroom Complexity
- Work Across the Range of Teacher Roles
- Honor the Tensions of Teaching
- Attend to the Moral Dimension of Teaching
- Exercises
- 6.1 Articulating a Vision of Education
- 6.2 Looking for Classroom Complexity
- 6.3 A Few of the Many Roles of Teaching
- 6.4 Responding to a Case With Moral Implications
- 7. Observation and Feedback
- The Power of Feedback
- Before They Teach
- While They Learn
- After the Lesson
- Formal Observation
- Scientific Approach
- Artistic Supervision
- Clinical Supervision
- Looking Ahead
- Exercises
- 7.1 Joe's First Lesson Observation
- 7.2 Practicing the Scientific Aproach
- 7.3 Practicing the Artistic Approach
- 7.4 Practicing the Clinical Approach
- 8. Summative Evaluation
- The Logic of Evaluation
- What Will Be Judged?
- Setting Standards of Performance
- Data and Documentation
- Making Data-Based Final Judgments
- How the Process Can Work for You
- Preparing the Summative Evaluation
- Communicating Results
- Exercises
- 8.1 The Top Five Skills for Beginning Teachers
- 8.2 Summative Evaluation: Questions to Ask and Answer
- 8.3 Measuring Up to the Role of Evaluator
- 8.4 Evaluating Evaluation
- 9. Working With a Student Teacher in Trouble
- What Would You Do?
- Framing the Struggle
- Lack of Probable Potential or Presence of Developmental Delay?
- Lack of Ability or Lack of Teachability?
- Marginal or Failing Performance?
- Now What?
- Helping Your Mentee Understand the Problem
- Awareness Phase
- Assistance Phase
- Making Final Decisions
- Successful Resolution
- Exercises
- 9.1 Framing the Struggle
- 9.2 Communication of Concern
- 9.3 Early Interventions
- 9.4 Preparing for a Difficult Conference
- 9.5 Conference Format
- 10. Growing as a Professional
- Defining Action Research
- Action Research
- Conducting Action Research
- Getting Going in Action Research: A Few Tips
- Collaboration
- Peer Collaborations
- Professional Community Collaborations: Teacher Education Accreditation
- Advanced Certification and Degrees
- Certification
- Graduate Degrees
- Parting Words
- Exercises
- 10.1 Personal Professional Inquiries
- 10.2 Inquiring Into Action Research
- 10.3 Investigating National Board Certification
- 10.4 Building and Sharing Professional Portfolios
- 10.5 Revising the Book
References
References
Index
Index
Additional materials
Description
"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."
—From the Foreword by Ellen Moir, Executive Director
The New Teacher Center
University of California, Santa Cruz
What worries and activities did you think about most during your student teaching experience? What were your most consistent concerns? Your own experience as a student teacher is vital in the success of our next generation of teachers.
New teacher development requires intensive levels of one-to-one training and mentoring. Maximum Mentoring provides you, the mentor, with an action guide through the complexities of the school-based mentoring process to ensure maximum success for both mentor and mentee.
This excellent resource features:
- Step-by-step guidance for one-on-one mentoring and supervision of student teachers and novice teachers, including clear coverage of rules, roles, relationships, responsibilities, and procedures
- Hands-on essentials, such as reproducible forms, checklists, activities, answers to frequently asked questions, and reflective exercises for mentor and mentee
- Input on school-university supervisory partnerships
- Information on observation and feedback, formative assessment, summative evaluation, and professional growth and development
- Suggestions for working with struggling students and novice teachers
As a mentor, you provide leadership by guiding the classroom-based portion of student teachers' professional education as well as collaborative opportunities for new teachers to explore and reflect on their practice in a safe setting. The purpose of this essential text is to provide support for you as you support future teacher development.
Contents
Foreword
Foreword
Acknowledgments
Acknowledgments
About the Authors
- 1. Introduction: First Things First
- Roles for Those Who Mentor
- Cooperating Teacher
- Support Provider
- Peer Coach or Mentor
- Your Rights and Responsibilities as a Mentor
- What This Book Does
- Exercises
- 1.1 Recording Your Roles and Responsibilities
- 1.2 Setting a Purpose to Read
- 1.3 Let's Go Surfing Now
- 2. Teacher Development
- The Concerns and Reflections of Student Teachers
- Novice Teachers and How They Differ From You
- The Tasks Novice Teachers Accomplish
- Knowledge of Pupils
- Image of Self as Teacher
- Integrated Procedural Routines
- Categories of Concern and Changes That Occur
- Thinking About Your New Teacher Partner's Thinking
- Exercises
- 2.1 Self-Study
- 2.2 Making Connections
- 2.3 Study in Pictures
- 3. Building a Base for the Partnership
- Building Relationships Through Trust and Understanding
- Getting to Know Each Other as People
- Getting to Know Each Other as Professionals
- Building Effective Communication Strategies
- Setting and Sharing Expectations
- Active Listening
- Ongoing Communication
- Exercises
- 3.1 Uncommon Commonalities
- 3.2 Predictions
- 3.3 Discussion Starters
- 3.4 I Need/I Like Statements
- 3.5 Metaphors for Teaching
- 3.6 Knowledge Chart: Setting Goals for the Term
- 4. University Supervision: The Triad
- "Who Is That Person and Why Is She Here?"
- Understanding the Essentials of the Supervision Triad
- Sharing Goals and Appreciating Perspectives
- Sharing Space and Power
- Sharing Time and Effort
- Context for Communication and Collaboration
- Exercises
- 4.1 Understanding Expectations
- 4.2 Preparing for a Supervision Conference
- 4.3 Rating the University Supervisor, Part 1
- 4.4 Rating the University Supervisor, Part 2
- 4.5 Rating Yourself
- 5. Off and Running: The First Week
- Using the First Week to Build Your Relationship
- Building Trust With the Student Teacher
- Building Trust With the New Teacher Partner
- Building Communication Structures
- Clear Expectations
- Feedback Mechanisms
- Planning the Student Teaching Experience
- Becoming Familiar With the Students, Classroom, School, and Local Context
- Getting to Know the Students
- Getting to Know the Classroom
- Getting to Know the School and District
- Getting to Know the Neighborhood
- Parting Words
- Exercises
- 5.1 First Week: The Off-and-Running Report Card
- 5.2 Assumption of Responsibility Plan
- 5.3 Getting to Know Our Classroom
- 6. Helping Novices Learn the Roles of Teaching
- The Complexity of Teaching
- Complex Conditions
- Teachers' Many Roles
- Teachers' Visions of Their Work
- Tensions in Teaching
- The Moral Dimension of Teaching
- The Layeredness of the Experience Teacher Partner's Role
- Supporting Competence in a Multifaceted Profession
- Start With a Vision
- Perceive and Address Classroom Complexity
- Work Across the Range of Teacher Roles
- Honor the Tensions of Teaching
- Attend to the Moral Dimension of Teaching
- Exercises
- 6.1 Articulating a Vision of Education
- 6.2 Looking for Classroom Complexity
- 6.3 A Few of the Many Roles of Teaching
- 6.4 Responding to a Case With Moral Implications
- 7. Observation and Feedback
- The Power of Feedback
- Before They Teach
- While They Learn
- After the Lesson
- Formal Observation
- Scientific Approach
- Artistic Supervision
- Clinical Supervision
- Looking Ahead
- Exercises
- 7.1 Joe's First Lesson Observation
- 7.2 Practicing the Scientific Aproach
- 7.3 Practicing the Artistic Approach
- 7.4 Practicing the Clinical Approach
- 8. Summative Evaluation
- The Logic of Evaluation
- What Will Be Judged?
- Setting Standards of Performance
- Data and Documentation
- Making Data-Based Final Judgments
- How the Process Can Work for You
- Preparing the Summative Evaluation
- Communicating Results
- Exercises
- 8.1 The Top Five Skills for Beginning Teachers
- 8.2 Summative Evaluation: Questions to Ask and Answer
- 8.3 Measuring Up to the Role of Evaluator
- 8.4 Evaluating Evaluation
- 9. Working With a Student Teacher in Trouble
- What Would You Do?
- Framing the Struggle
- Lack of Probable Potential or Presence of Developmental Delay?
- Lack of Ability or Lack of Teachability?
- Marginal or Failing Performance?
- Now What?
- Helping Your Mentee Understand the Problem
- Awareness Phase
- Assistance Phase
- Making Final Decisions
- Successful Resolution
- Exercises
- 9.1 Framing the Struggle
- 9.2 Communication of Concern
- 9.3 Early Interventions
- 9.4 Preparing for a Difficult Conference
- 9.5 Conference Format
- 10. Growing as a Professional
- Defining Action Research
- Action Research
- Conducting Action Research
- Getting Going in Action Research: A Few Tips
- Collaboration
- Peer Collaborations
- Professional Community Collaborations: Teacher Education Accreditation
- Advanced Certification and Degrees
- Certification
- Graduate Degrees
- Parting Words
- Exercises
- 10.1 Personal Professional Inquiries
- 10.2 Inquiring Into Action Research
- 10.3 Investigating National Board Certification
- 10.4 Building and Sharing Professional Portfolios
- 10.5 Revising the Book
References
References
Index
Index
Additional materials
Reviews
Maximum Mentoring
An Action Guide for Teacher Trainers and Cooperating Teachers
January 2003 | 192 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Hardcover | 01/02/2026 | 9780761946359 | $79.95 |
| Paperback | 27/02/2023 | 9780761946366 | $40.95 |
| Lifetime | 27/02/2023 | 9781483360867 | $37.00 |
"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."
—From the Foreword by Ellen Moir, Executive Director
The New Teacher Center
University of California, Santa Cruz
What worries and activities did you think about most during your student teaching experience? What were your most consistent concerns? Your own experience as a student teacher is vital in the success of our next generation of teachers.
New teacher development requires intensive levels of one-to-one training and mentoring. Maximum Mentoring provides you, the mentor, with an action guide through the complexities of the school-based mentoring process to ensure maximum success for both mentor and mentee.
This excellent resource features:
- Step-by-step guidance for one-on-one mentoring and supervision of student teachers and novice teachers, including clear coverage of rules, roles, relationships, responsibilities, and procedures
- Hands-on essentials, such as reproducible forms, checklists, activities, answers to frequently asked questions, and reflective exercises for mentor and mentee
- Input on school-university supervisory partnerships
- Information on observation and feedback, formative assessment, summative evaluation, and professional growth and development
- Suggestions for working with struggling students and novice teachers
As a mentor, you provide leadership by guiding the classroom-based portion of student teachers' professional education as well as collaborative opportunities for new teachers to explore and reflect on their practice in a safe setting. The purpose of this essential text is to provide support for you as you support future teacher development.
Table Of Contents:
- Foreword
- Acknowledgments
- About the Authors
- 1. Introduction: First Things First
- Roles for Those Who Mentor
- Cooperating Teacher
- Support Provider
- Peer Coach or Mentor
- Your Rights and Responsibilities as a Mentor
- What This Book Does
- Exercises
- 1.1 Recording Your Roles and Responsibilities
- 1.2 Setting a Purpose to Read
- 1.3 Let's Go Surfing Now
- 2. Teacher Development
- The Concerns and Reflections of Student Teachers
- Novice Teachers and How They Differ From You
- The Tasks Novice Teachers Accomplish
- Knowledge of Pupils
- Image of Self as Teacher
- Integrated Procedural Routines
- Categories of Concern and Changes That Occur
- Thinking About Your New Teacher Partner's Thinking
- Exercises
- 2.1 Self-Study
- 2.2 Making Connections
- 2.3 Study in Pictures
- 3. Building a Base for the Partnership
- Building Relationships Through Trust and Understanding
- Getting to Know Each Other as People
- Getting to Know Each Other as Professionals
- Building Effective Communication Strategies
- Setting and Sharing Expectations
- Active Listening
- Ongoing Communication
- Exercises
- 3.1 Uncommon Commonalities
- 3.2 Predictions
- 3.3 Discussion Starters
- 3.4 I Need/I Like Statements
- 3.5 Metaphors for Teaching
- 3.6 Knowledge Chart: Setting Goals for the Term
- 4. University Supervision: The Triad
- "Who Is That Person and Why Is She Here?"
- Understanding the Essentials of the Supervision Triad
- Sharing Goals and Appreciating Perspectives
- Sharing Space and Power
- Sharing Time and Effort
- Context for Communication and Collaboration
- Exercises
- 4.1 Understanding Expectations
- 4.2 Preparing for a Supervision Conference
- 4.3 Rating the University Supervisor, Part 1
- 4.4 Rating the University Supervisor, Part 2
- 4.5 Rating Yourself
- 5. Off and Running: The First Week
- Using the First Week to Build Your Relationship
- Building Trust With the Student Teacher
- Building Trust With the New Teacher Partner
- Building Communication Structures
- Clear Expectations
- Feedback Mechanisms
- Planning the Student Teaching Experience
- Becoming Familiar With the Students, Classroom, School, and Local Context
- Getting to Know the Students
- Getting to Know the Classroom
- Getting to Know the School and District
- Getting to Know the Neighborhood
- Parting Words
- Exercises
- 5.1 First Week: The Off-and-Running Report Card
- 5.2 Assumption of Responsibility Plan
- 5.3 Getting to Know Our Classroom
- 6. Helping Novices Learn the Roles of Teaching
- The Complexity of Teaching
- Complex Conditions
- Teachers' Many Roles
- Teachers' Visions of Their Work
- Tensions in Teaching
- The Moral Dimension of Teaching
- The Layeredness of the Experience Teacher Partner's Role
- Supporting Competence in a Multifaceted Profession
- Start With a Vision
- Perceive and Address Classroom Complexity
- Work Across the Range of Teacher Roles
- Honor the Tensions of Teaching
- Attend to the Moral Dimension of Teaching
- Exercises
- 6.1 Articulating a Vision of Education
- 6.2 Looking for Classroom Complexity
- 6.3 A Few of the Many Roles of Teaching
- 6.4 Responding to a Case With Moral Implications
- 7. Observation and Feedback
- The Power of Feedback
- Before They Teach
- While They Learn
- After the Lesson
- Formal Observation
- Scientific Approach
- Artistic Supervision
- Clinical Supervision
- Looking Ahead
- Exercises
- 7.1 Joe's First Lesson Observation
- 7.2 Practicing the Scientific Aproach
- 7.3 Practicing the Artistic Approach
- 7.4 Practicing the Clinical Approach
- 8. Summative Evaluation
- The Logic of Evaluation
- What Will Be Judged?
- Setting Standards of Performance
- Data and Documentation
- Making Data-Based Final Judgments
- How the Process Can Work for You
- Preparing the Summative Evaluation
- Communicating Results
- Exercises
- 8.1 The Top Five Skills for Beginning Teachers
- 8.2 Summative Evaluation: Questions to Ask and Answer
- 8.3 Measuring Up to the Role of Evaluator
- 8.4 Evaluating Evaluation
- 9. Working With a Student Teacher in Trouble
- What Would You Do?
- Framing the Struggle
- Lack of Probable Potential or Presence of Developmental Delay?
- Lack of Ability or Lack of Teachability?
- Marginal or Failing Performance?
- Now What?
- Helping Your Mentee Understand the Problem
- Awareness Phase
- Assistance Phase
- Making Final Decisions
- Successful Resolution
- Exercises
- 9.1 Framing the Struggle
- 9.2 Communication of Concern
- 9.3 Early Interventions
- 9.4 Preparing for a Difficult Conference
- 9.5 Conference Format
- 10. Growing as a Professional
- Defining Action Research
- Action Research
- Conducting Action Research
- Getting Going in Action Research: A Few Tips
- Collaboration
- Peer Collaborations
- Professional Community Collaborations: Teacher Education Accreditation
- Advanced Certification and Degrees
- Certification
- Graduate Degrees
- Parting Words
- Exercises
- 10.1 Personal Professional Inquiries
- 10.2 Inquiring Into Action Research
- 10.3 Investigating National Board Certification
- 10.4 Building and Sharing Professional Portfolios
- 10.5 Revising the Book
- References
- Index
Recent Product Reviews:
"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."
From the Foreword by Ellen Moir, Executive Director, The New Teacher Center, University of California, Santa Cruz