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Becoming a High-Performance Mentor

Becoming a High-Performance Mentor
A Guide to Reflection and Action

Other Titles in:
Coaching | Communication | Mentoring

June 2006 | 208 pages | Corwin
Most schools have mentor programs in place to help beginning teachers. The challenge now is to ensure that beginning teachers are assigned high-performance, highly qualified mentors.

High-performance mentors are not born that way—they need training to gain the skills and knowledge needed. As with teaching, mentors exist on a continuum from low-performing to high-performing, but can move though the developmental stages as they gain experience and reflect on prior mentoring experiences.

James Rowley's mentoring framework has been used to train thousands of mentors to develop the essential characteristics of high-performance mentoring: committing, accepting, communicating, coaching, learning, and inspiring. Mentoring can be a challenging, rewarding, and mutually satisfying experience that contributes to the personal & professional growth of each participant. Or it can be a frustrating, disappointing, and mutually unsatisfactory experience that contributes nothing to personal & professional growth.

Use this book to ensure that your mentors and mentees grow in their teaching practice as a result of the mentoring experience.

List of Tables and Figures
About the Author
1. Introduction
Many Right Ways

Depends on What?

A Framework for Reflection and Self-Assessment

2. Mentoring
Low- to High-Performance Mentoring

Quality Mentoring as Quality Conversation

Good Mentoring as Good Teaching

Mentoring as Pathway to Personal Growth

The Development of the Mentoring Relationship

Questions for Reflection on Mentoring

3. Committing
Commitment and Influence

Causes of Low Mentor Commitment

Low Mentee Commitment

Commitment Indicators

Questions for Reflection on Committing

4. Accepting
The Challenge of Acceptance

Relationship of Acceptance and Understanding

Acceptance Indicators

Questions for Reflection on Accepting

5. Communicating
A Conversation Revisited

Developmental Mentoring

Beliefs Influence Practice

The Mentor Teacher Beliefs Inventory

From Theory to Practice

To Guide or Not to Guide

Communication Indicators

Questions for Reflection on Communicating

6. Coaching
Relationship of Mentoring to Coaching

Cognitive Coaching

Coaching for Confidence and Competence

Coaching as Cognitive Apprenticeship

The Role of Observation in Coaching

Coaching Indicators

Questions for Reflection on Coaching

7. Learning
Embracing New Ideas

Open to New Behaviors

Formal and Informal Teacher Learning

A Framework for Teacher Learning

Learning Indicators

Questions for Reflection on Learning

8. Inspiring
Personal Reflections on Inspiration

Inspiration Indicators

Questions for Reflection on Inspiring


"I recommend this book to mentor program coordinators who are looking to refine the training and practice of their existing mentors. It goes deeper into the process of mentoring and reflection."

Audrey Lakin, Teacher Induction and Mentoring Coordinator
Community Unit School District #300, Carpentersville, IL

"Rowley offers substance for mentors who have already been through initial training and who now have some experience. It's also a good book for experienced mentors to use as a 'tune up' for their mentoring skills."

Tom Ganser, Director, Office of Field Experiences
University of Wisconsin

"This is a fabulous book! I serve as a mentor principal, but I didn't receive much training in the how-to's of being a mentor. I wish I had read this book years ago!"

Becky Cooke, Principal
Evergreen Elementary School, Spokane, WA

"Rowley speaks with authority and integrity—authority from the perspective of being a mentor to mentors and integrity because he speaks from experience."

Lois Brown Easton, Educational Consultant and Author

"The author writes with great honesty and openness to provide wonderful information about mentoring processes and tools while providing a resource rich in reflective questions surrounded by thoughtful and meaningful quotes. A wonderful and helpful resource for all principals and mentors!"

Kathryn Kee, Leadership Coach
Past President, National Staff Development Council

"Reading this book can be energizing, given the wide-ranging ideas and experiences that have been collected by the author during years of teaching and conducting mentor training workshops across the country. The examples feel authentic and the information provided has a 'that-makes-sense' ring to it."

PsycCRITIQUES, May 2007

"The book's how-to approach makes it very straightforward, and Rowley uses appropriate examples to illustrate the various points being made or skills being presented."

Teaching Theology & Religion, April 2008, Vol. 11(2)
Key features
  • Contains questions to stimulate mentor reflection and action at the conclusion of every chapter
  • Explores mentor performance as a continuum from low performing to high performing.
  • Helps to hone the skills and knowledge of experienced mentors
  • Includes a mentor teacher beliefs inventory

Sample Materials & Chapters



Chapter 2

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ISBN: 9781412917674
ISBN: 9781412917667

For large school/district orders, volume discounts, availability and shipping times contact customer service at 800-233-9936

For instructors

Please select a format: