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Toolkit for Mentor Practice
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Toolkit for Mentor Practice



October 2010 | 400 pages | Corwin
Studies show that mentoring programmes 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.

 
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

"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

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
January 12, 2012

Sample Materials & Chapters

Foreword by Lois Brown Easton

Introduction


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