1. By Roxanne M. Williams Ed.D.

2. Experience is the best teacher?

3.  NEA Research – Most teachers said cooperative and competent colleagues help them the most in providing the best service in their teaching positions.

6.  A cheap sweater unravels after one washing, and a poor mentoring relationship will do the same!

8.  Mentor training: Formal systematic program that teaches best practices for classroom observation, conflict resolution, and teaching frameworks. This component implies that just teaching experience is not enough.

9. How would you rate mentor training? 1. Not important 2. Unsure 3. Some need it 4. Important 5. Crucial

10.  Evertson & Smithey (2000) ◦ Two types of mentor training compared ◦ Better conferencing skills ◦ Protégés of highly trained mentors journaled specific discipline plans and student centered approaches ◦ Protégés of highly trained mentors were rated higher on lesson pacing, checking for student understanding, and implementing rules, routines, and procedures.  Giebelhaus & Bowman (2002)  Calkins & Kelley (2005)

11.  Induction Manual – Outlines mentoring process ◦ Meetings ◦ Steps in classroom observation process ◦ Forms ◦ Timelines  Coaching & Mentoring: First-year & Student Teachers (Podsen & Denmark, 2007)  Enhancing Professional Practice: A Framework for Teaching (Danielson, 1996)  The First Days of School (Wong, 2001)

12.  Monthly Topic & Meetings ◦ Personal Goal Setting ◦ Professional Journal Reading ◦ Classroom Observation

13.  Relationship building: A meaningful relationship must exist between mentors- protégés before any positive professional development can occur.

14. How would you rate relationship building? 1. Not important 2. Unsure 3. Some need it 4. Important 5. Crucial

15.  Calkins & Kelley (2005) ◦ Faculty had difficulty with knowing how to build mentoring relationships  Hobson (2002) ◦ Protégés had problems with their mentors  Rose (2003) ◦ Identifies different types of mentoring

16.  Supervision of Instruction (Glickman, 1990) ◦ Conceptual development must be considered  Induction Day ◦ Year 1-4 Teachers and Mentors  Presenting Together at a Conference  Sometimes it is wise to reassign mentor- protégé pairs

17.  Mentor selection by mentoring styles: Matching mentors with protégés based upon the needs or functions required, such as teaching, sponsoring, encouraging, counseling, and befriending (Anderson & Shannon, 1988)

18. How would you rate mentor selection by mentoring styles? 1. Not important 2. Unsure 3. Some need it 4. Important 5. Crucial

19.  Different mentor roles  Mentoring styles reflect protégés professional maturation  Mentors may adjust approach  Anderson & Shannon (1988)  Nyquist & Wulff (1996)  Burlew (1991)  Calkins & Kelley (2005)  Cunningham (1999)  Rose (2003)

20.  Needs Assessment (Podsen & Denmark, 2007)  Ideal Mentor Scale (Rose, 2003)  Create your own survey (SurveyMonkey.com)

21.  Measures of mentor effectiveness: The need to measure the affects of the mentoring process in order to guide the direction of the mentor-protégé relationship and inform mentors of their effectiveness.

22. How would you rate measures of mentor effectiveness: 1. Not important 2. Unsure 3. Some need it 4. Important 5. Crucial

23.  Measuring relational satisfaction levels  Identify type of mentoring role preferred  Identify differences in mentor effectiveness  Calkins & Kelley (2005)  Evertson & Smithey (2000)  Hobson (2002)  Rose (2003)  Williams (2009)

24.  The Relationship Survey (Williams, 2009) ◦ Piloted and Administered in Dissertation ◦ Measures Relational Satisfaction Levels of Mentors and Their Protégés ◦ Survey Items Targeted Learning, Teaching, and Leading (Progressive Professional Development)  Ideal Mentor Scale (Rose, 2003)  Survey Monkey to Write your Own

25.  Pairing of mentors-protégés by personality style: Purposeful pairing of mentors-protégés based upon personality tests and research indicating which types work best together.

26. How would you rate pairing of mentors- protégés by personality style? 1. Not important 2. Unsure 3. Some need it 4. Important 5. Crucial

27.  Certain careers attract specific personality types (MBTI)  Use diverse personality tests  Professional development cannot happen if people are not “getting along.”  Hobson (2002)  Rose (2003)  Williams (2009)

28.  MBTI (www.cpp.com)www.cpp.com ◦ 4 Dimensions  Extraversion (E) versus Introversion (J)  Sensing (S) versus Intuition (N)  Feeling (F) versus Thinking (T)  Judging (J) versus Perceiving (P)

29.  Student learning outcomes: If the mentor- protégé relationship is an effective one, their professional development should be evident through positive student learning gains.

30. How would you rate student learning outcomes? 1. Not important 2. Unsure 3. Some need it 4. Important 5. Crucial

31.  Evertson & Smithey (2000) ◦ Protégés classrooms of highly trained mentors had students that were more attentive and well behaved  Horton & Oakland (1997)

32.  Evertson and Smithey (2000): Make it evident that mentor training is imperative  Coaching & Mentoring: First-year & Student Teacher (Podsen & Denmark, 2000)  Full Circle Back to Mentor Training

34. Which component of mentoring most often determines the effectiveness of the relationship? 1. Mentor training 2. Relationship building 3. Mentor selection by mentoring styles 4. Measures of mentor effectiveness 5. Pairing of mentors- protégés by personality style