Toolkit for Mentor Practice
Patty J. Horn
- Northern Arizona University, USA
Kristin Metler-Armijo
- Northern Arizona University, USA
Purchase
eBook
ISBN:
9781452239378
Available from
January 0001
Paperback
ISBN:
9781412976510
Available from
January 0001
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.
Contents
List of Resources
List of Resources
Foreword
Foreword
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
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
Resources
References
References
Index
Index
Additional materials
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.
Contents
List of Resources
List of Resources
Foreword
Foreword
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
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
Resources
References
References
Index
Index
Additional materials
Reviews
October 2010 | 400 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412976510 | $44.95 |
| Lifetime | 01/02/2026 | 9781452239378 | $41.00 |
"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.
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
Recent Product Reviews:
This book has useful ideas which need to be adapted as it is based on mentoring in an American education system.
Mrs Suzanne Strawford, School of Education, Newman University College
"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
"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