This book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning.

Action research is increasingly used as a means for teachers to improve their instruction, yet for many the idea of doing "research" can be somewhat intimidating. Using Action Research to Improve Instruction offers a comprehensive, easy-to-understand approach to action research in classroom settings. This engaging and accessible guide is grounded in sources of data readily available to teachers, such as classroom observations, student writing, surveys, interviews, and tests. Organized to mirror the action research process, the highly interactive format prompts readers to discover a focus, create research questions, address design and methodology, collect information, conduct data analysis, communicate the results, and to generate evidence-based teaching strategies. Engaging in these decision-making processes builds the skills essential to action research and promotes a deeper understanding of teaching practice.

Special Features Include:

-An Interactive Text

-Reflection Questions and Activity Prompts

-A Sample Action Research Report

-Numerous Examples and Practice Examples

-Numbered Sections for Cross Referencing

This original text is a must-read for teachers interested in how they can use their current knowledge of instruction and assessment to meaningfully engage in action research.

Action research is increasingly used as a means for teachers to improve their instruction, yet for many the idea of doing "research" can be somewhat intimidating. Using Action Research to Improve Instruction offers a comprehensive, easy-to-understand approach to action research in classroom settings. This engaging and accessible guide is grounded in sources of data readily available to teachers, such as classroom observations, student writing, surveys, interviews, and tests. Organized to mirror the action research process, the highly interactive format prompts readers to discover a focus, create research questions, address design and methodology, collect information, conduct data analysis, communicate the results, and to generate evidence-based teaching strategies. Engaging in these decision-making processes builds the skills essential to action research and promotes a deeper understanding of teaching practice.

Special Features Include:

-An Interactive Text

-Reflection Questions and Activity Prompts

-A Sample Action Research Report

-Numerous Examples and Practice Examples

-Numbered Sections for Cross Referencing

This original text is a must-read for teachers interested in how they can use their current knowledge of instruction and assessment to meaningfully engage in action research.

This book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning.

Table of Contents

List of Tools

List of Figures

Preface

Acknowledgements

Definition of Terms

Part I: Mentoring for Clinically-Based Teacher Education

Teacher Development

1.1 Introduction

1.2 The Role of Mentoring

1.3 Mentoring to Promote Teacher Development in Clinical Settings

1.4 Teacher Development in Context

1.5 Fostering Development in Context

1.6 The Development of Practice Towards Complexity

1.7 Fostering Development in Towards Complexity

1.8 The Development of Teacher Thinking

1.9 Fostering Development in Thinking

1.10 Organization of Chapters

1.11 Summary

1.12 Activity

2. Establishing the Mentoring Relationship

2.1 Introduction

2.3 Selecting the Mentor

2.4 Matching the Mentor and Mentee

2.5 Interview

2.6 Orienting the Teacher Candidate

2.7 The Teacher Candidate Questionnaire

2.8 Mismatch

2.9 Summary

2.10 Activities

3. Engaging Teacher Candidates 3.1 Introduction

3.2 Teacher Development

3.3 High Leverage Teaching Practices 3.4 The Developmental Curriculum for Clinical Experiences 3.5 Benefits of the Developmental Curriculum for Clinical

3.6 Experiences

3.7 The Interactions Matrix

3.8 High Leverage Teaching Tasks

3.9 Summary

3.10 Activities

4. Co-Teaching 4.1 Introduction

[John E. Henning, Qiuping Cao, and Kaye M. Martin]

4.2 Co-Teaching Benefits 4.3 Teacher Candidate Development through Co-Teaching

4.4 A Case Study of Co-teaching

4.5 Conceptual Framework for Co-Teaching

4.6 Summary

4.7 Activities

5. Coaching

5.1 Introduction

5.2 Teacher Development

5.3 Coaching Opportunities

5.4 Beyond Questions 5.5 The Language of Coaching

5.6 Coaching Dispositions

5.7 Modeling: Mentors Talk about Their Teaching

5.8 Summary

5.9 Activities

6. Reflection

6.1 Introduction 6.2 Teacher Development

6.3 Two Types of Reflection: Reflection-in-Action and

6.4 Reflection-on-Action

6.5 Facilitating Reflection through Systematic Thinking:

6.6 The DIJS Model

6.7 Fostering Critical Reflection

6.8 Summary

6.9Activities

Part II: Building a Mentoring Culture

7. Initial Phase of Clinical Experience 7.1 Introduction

7.2 Teacher Development

7.3 Engagement 7.4 Co-Teaching

7.5 Coaching

7.6 Reflection

7.7 Summary

7.8 Activities

8. Intermediate Phase of Clinical Experience 8.1 Introduction

8.2 Teacher Development

8.3 Engagement 8.4 Co-Teaching

8.5 Coaching

8.6 Reflection

8.7 Summary

8.8 Activities

9. Continuous Phase of Clinical Experience 9.1 Introduction

9.2 Teacher Development

9.3 Engagement 9.4 Co-Teaching

9.5 Coaching

9.6 Reflection

9.7 Summary

9.8 Activities

10. Early Career Teachers 10.1 Introduction

10.2 Teacher Development

10.3 Engagement 10.4 Co-Teaching

10.5 Coaching

10.6 Reflection

10.7 Summary

10.8 Activities

11. Teacher Leaders

11.1 Introduction

11.2 Teacher Development

11.3 Engagement 11.4 Co-Teaching

11.5 Coaching

11.6 Reflection

11.7 Summary

11.8 Activities

12. Building a Mentoring Culture

12.1 Introduction

12.2 Challenges

12.3 Develop Your Vision

12.4 Building a Mentoring Culture

12.5 Summary

12.6 Activities

References

Appendix: High Leverage Teaching Tasks

Index