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Toolkit for Mentor Practice

By: Patty J. Horn, Kristin Metler-Armijo, Corwin Press, Inc.

Foreword by Lois Brown Easton

Field-tested and evidence-based, this all-in-one resource combines data collection tools with a mentoring process that helps improve the confidence, practices, and effectiveness of new teachers.

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Product Details

Grade Level: K-12
ISBN: 9781412976510
Published By: Corwin
Year: 2010
Page Count: 400
Publication date: June 07, 2012

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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.

Key features

Provides mentors with effective ways to assess strengths, challenges, and individual needs of beginning teachers in order to provide essential guidance and effective support.
It helps novice teachers to accelerate the advancement of their classroom practice to ensure the highest levels of student learning as quickly as possible.
Data collection tools help mentors to gather important data on teacher needs and progress. Tools have been field-tested in a variety of settings.
Each tool is presented with an accompanying implementation guide that explains its purpose and provides tips for maximum benefit.
Tools cover critical areas of teacher performance including lesson design, promoting student engagement, analyzing student work, and planning for differentiated instruction.

Author(s)

Patty J. Horn

Dr. Patty J. Horn is a Professor and Director of the Teacher Induction Program at Northern Arizona University. In her 43 years in education, she has served as a classroom teacher, department chair, an Associate Dean at Northern Arizona University, and the Dean of the College of Education at Grand Canyon University. Graduate work has been completed at Arizona State University with a major in Elementary Education and a specialization in Math and Science. She has conducted research and evaluation for mentoring and induction programs. As a team member with Cooperative Services International Education Consortium, she has traveled to Tibet, Hong Kong, Guilin, Chengdu, China; Tunisia, Africa; Bangkok, Thailand and the Soviet Union.

She has held the office of President in Arizona for the Association of School Administrators, Science Teachers Association, and the Association of Teacher Education. Dr. Horn has also served as Secretary for the Staff Development Council of Arizona and the Association of Liberal Arts Colleges for Teacher Education as well as served on the Board of Directors for the American Association of Colleges for Teacher Education and the Arizona Rural Schools Association.

Awards include the Distinguished Higher Education Administrator, Plank Holder of the Arizona Alliance for Math, Science, and Technology Education, Outstanding Contributor to Teacher Education in Arizona, Environmental Educator of the Year, Distinguished Professor of the Year, and Arizona Rural Schools Association Hall of Fame Inductee.

Dr. Horn’s mission is to work with teachers and students so that each reaches their full potential for success.

Kristin Metler-Armijo

Kristin Metler-Armijo is currently the Project Director for the Teacher Induction Program at NAU. She was a former Academic Services Consultant team member in the Pendergast School District. Her previous experiences include developing and implementing the district induction program, curriculum development, staff development, and teaching 7th and 8th grade reading, writing and social studies.

Kristin earned a Bachelor of Science degree in Secondary Education with a Social Studies emphasis from the University of New Mexico in Albuquerque, New Mexico. She earned a Masters in Educational Leadership from Northern Arizona University, and currently teaches for NAU. Kristin’s professional interests have been reflected in her presentations at national, state and local conferences on various topics ranging from curriculum development to differentiated instruction. She has been on several state level committees including the Statewide Induction Committee. She is President for the Staff Development Council of Arizona and part of the governing board currently working to revive the council. Her passion is building life-long learners who recognize that we all must continue to grow for the betterment of students.

Corwin Press, Inc.

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

Reviews

"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

"The mentoring tools in this book allow me to have a reflective dialogue with teachers about their instruction that is unbiased, nonthreatening, and data driven. I use the various tools daily so that the needs of all my teachers are met. As my teachers evolve and advance in their practice, so do the tools I use with them."

Amber Mieras, District Mentor
Union Elementary School District, Tolleson, AZ

"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

Other Titles in: Staff Development & Professional Learning | Mentoring | Teacher Induction

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