1. Navigating a Continuum of Interaction Mentoring Matters by Bruce Wellman and Laurie Lipton
Session facilitated by:
Mary Ellen Leonard
Regional Induction Specialist
Illinois New Teacher Collaborative
University of Illinois
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

2. Section 2: Learning Focused Interactions: A Continuum
All materials for this session have been developed by Laura Lipton and Bruce Wellman.
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

3. Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved
Who’s in the room?
Select the statement which best describes you: 1. This is my first encounter with the continuum of learning-focused interaction. 2. I have heard or read about the continuum. 3. I have attended a presentation about the continuum. 4. I use the continuum in my practice. 5. I could lead a workshop on the continuum.
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

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Stem Completion
On an index card which is in your folder, complete this stem:
Some beliefs that drive my interactions with beginning teachers are:
Share your thinking with an elbow partner.
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

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OUTCOMES
To reflect on your roles as mentors/coaches and agents of change in your schools
To explore a continuum of learning-focused interaction including some strategies to support you in your role as mentors/coaches
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

6. From Mentoring Matters presentation by Bruce Wellman

7. A CONTINUUM OF LEARNING-FOCUSED INTERACTION
CONSULT
COLLABORATE
COACH
Information & Analysis
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

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FLEXIBILITY IN STANCE
CONSULT
from the Latin consultare meaning to give or take counsel.
This moves beyond simple advice giving. To offer counsel as a growth agent is to provide the “why” “what” and “how” of your thinking.
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FLEXIBILITY IN STANCE
COLLABORATE
from the Latin collaborare meaning to work together.
As a growth agent, this means creating a space for true, shared idea generation and reflection with attention to one’s own impulse control so the colleague has room and an invitation to fully participate as an equal.
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FLEXIBILITY IN STANCE
COACH
from French – coche, German – kutsche, Hungarian – kocsi after Kocs, a town in Hungary where fine carriages were built.
A growth agent as a coach is a vehicle for transporting a valued colleague from one place to another. It is the colleague's journey. The coach is a guide and support system.
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

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Flexibility in Stance
Consulting (sharing expertise and providing technical assistance)
Collaboration (shared planning and problem solving)
Coaching (a non-judgmental interaction which promotes reflection and develops professional capacity)
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

12. Understanding the 3 C’s (Stop and Say Something)
Find a partner.
Individually, read the material provided on the 3 C’s to the designated stopping point.
When each partner is ready, stop and
“Say Something.”
(e.g., an example, a connection to your work, a significant point)
4. Continue the process to the final stopping point.
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

13. Supervisor Specialist
Four Stances: A Continuum of Learner Focused Interaction for Supervisors
“The ultimate aim of each of these stances and their cumulative effect is to support continuous learning on the part of the teachers and to enhance their capacity to engage in productive collegial relationships.” (Lipton & Wellman)
Supervisor Specialist
Teacher
Information, analysis, goal Information, analysis, goals
The Continuum of Learning-focused Interaction
Graphic
Stances
Why we focus on coaching
CALIBRATING
CONSULTING
COLLABORATING
COACHING

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The Third Point
Mentor
Third Point
Novice
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Internal Third Points
• A recollection or description
• A personal observation
• A statement of concern
• A perception of a problem
• A statement of value or belief
• A judgment •
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External Third Points
• Samples of student work
• Rubric defining excellence
• A lesson plan
• A curriculum guide
• Standards descriptions (content, student work or effective teaching)
• Test results
• Individualized educational plan(s)
• Annual reviews
• Parent letters, communications •
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved

17. Organizing and Integrating
Craft a “One-Word Summary” of this session.
Be prepared to share:
• your word - the ‘what’
• ‘why’ you chose it
Mentoring Matters - Copyright 2004 – MiraVia LLC – All rights reserved