In response to changes in the workforce, scholars are calling for mentoring that is more fluid, flexible, and responsive to the needs of diverse groups of individuals, whether culturally (Kochan & Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge, 2015) or intergenerationally (Thorpe, 2012) diverse. With these changes, there are greater demands for intergenerational and intercultural collaboration and mentoring. One response to these changes is to take a more collaborative, interactive, and transformational approach to mentoring. In response, this book provides a model for collaborative mentoring, based on best-practice, grounded in theory and research, and framed by the Dynamic Model of Collaborative Mentorship. Each chapter provides a description of one of the five components of the mentoring model which are grounded in theory and include: agency, values, engagement, patterns, and roles. Individual chapters provide resources, prompts and questions to guide reflection, and suggested readings. This book is authored by four individuals who work, research, and write as a team. The book itself is the product of their mentoring research as well as their mentoring practice in action. It is current and timely, focusing on team processes which are collaborative, dynamic, reflective, and continuously developing and evolving.

In response to changes in the workforce, scholars are calling for mentoring that is more fluid, flexible, and responsive to the needs of diverse groups of individuals, whether culturally (Kochan & Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge, 2015) or intergenerationally (Thorpe, 2012) diverse. With these changes, there are greater demands for intergenerational and intercultural collaboration and mentoring. One response to these changes is to take a more collaborative, interactive, and transformational approach to mentoring. In response, this book provides a model for collaborative mentoring, based on best-practice, grounded in theory and research, and framed by the Dynamic Model of Collaborative Mentorship. Each chapter provides a description of one of the five components of the mentoring model which are grounded in theory and include: agency, values, engagement, patterns, and roles. Individual chapters provide resources, prompts and questions to guide reflection, and suggested readings. This book is authored by four individuals who work, research, and write as a team. The book itself is the product of their mentoring research as well as their mentoring practice in action. It is current and timely, focusing on team processes which are collaborative, dynamic, reflective, and continuously developing and evolving.

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.

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