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Maximum Mentoring
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Maximum Mentoring
An Action Guide for Teacher Trainers and Cooperating Teachers

Foreword by Ellen Moir

January 2003 | 192 pages | Corwin
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"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."
—From the Foreword by Ellen Moir, Executive Director
The New Teacher Center
University of California, Santa Cruz

What worries and activities did you think about most during your student teaching experience? What were your most consistent concerns? Your own experience as a student teacher is vital in the success of our next generation of teachers.

New teacher development requires intensive levels of one-to-one training and mentoring. Maximum Mentoring provides you, the mentor, with an action guide through the complexities of the school-based mentoring process to ensure maximum success for both mentor and mentee.

This excellent resource features:

  • Step-by-step guidance for one-on-one mentoring and supervision of student teachers and novice teachers, including clear coverage of rules, roles, relationships, responsibilities, and procedures
  • Hands-on essentials, such as reproducible forms, checklists, activities, answers to frequently asked questions, and reflective exercises for mentor and mentee
  • Input on school-university supervisory partnerships
  • Information on observation and feedback, formative assessment, summative evaluation, and professional growth and development
  • Suggestions for working with struggling students and novice teachers

As a mentor, you provide leadership by guiding the classroom-based portion of student teachers' professional education as well as collaborative opportunities for new teachers to explore and reflect on their practice in a safe setting. The purpose of this essential text is to provide support for you as you support future teacher development.

Ellen Moir
Foreword
 
Acknowledgments
 
About the Authors
 
1. Introduction: First Things First
Roles for Those Who Mentor

 
Cooperating Teacher

 
Support Provider

 
Peer Coach or Mentor

 
Your Rights and Responsibilities as a Mentor

 
What This Book Does

 
Exercises

 
1.1 Recording Your Roles and Responsibilities

 
1.2 Setting a Purpose to Read

 
1.3 Let's Go Surfing Now

 
 
2. Teacher Development
The Concerns and Reflections of Student Teachers

 
Novice Teachers and How They Differ From You

 
The Tasks Novice Teachers Accomplish

 
Knowledge of Pupils

 
Image of Self as Teacher

 
Integrated Procedural Routines

 
Categories of Concern and Changes That Occur

 
Thinking About Your New Teacher Partner's Thinking

 
Exercises

 
2.1 Self-Study

 
2.2 Making Connections

 
2.3 Study in Pictures

 
 
3. Building a Base for the Partnership
Building Relationships Through Trust and Understanding

 
Getting to Know Each Other as People

 
Getting to Know Each Other as Professionals

 
Building Effective Communication Strategies

 
Setting and Sharing Expectations

 
Active Listening

 
Ongoing Communication

 
Exercises

 
3.1 Uncommon Commonalities

 
3.2 Predictions

 
3.3 Discussion Starters

 
3.4 I Need/I Like Statements

 
3.5 Metaphors for Teaching

 
3.6 Knowledge Chart: Setting Goals for the Term

 
 
4. University Supervision: The Triad
"Who Is That Person and Why Is She Here?"

 
Understanding the Essentials of the Supervision Triad

 
Sharing Goals and Appreciating Perspectives

 
Sharing Space and Power

 
Sharing Time and Effort

 
Context for Communication and Collaboration

 
Exercises

 
4.1 Understanding Expectations

 
4.2 Preparing for a Supervision Conference

 
4.3 Rating the University Supervisor, Part 1

 
4.4 Rating the University Supervisor, Part 2

 
4.5 Rating Yourself

 
 
5. Off and Running: The First Week
Using the First Week to Build Your Relationship

 
Building Trust With the Student Teacher

 
Building Trust With the New Teacher Partner

 
Building Communication Structures

 
Clear Expectations

 
Feedback Mechanisms

 
Planning the Student Teaching Experience

 
Becoming Familiar With the Students, Classroom, School, and Local Context

 
Getting to Know the Students

 
Getting to Know the Classroom

 
Getting to Know the School and District

 
Getting to Know the Neighborhood

 
Parting Words

 
Exercises

 
5.1 First Week: The Off-and-Running Report Card

 
5.2 Assumption of Responsibility Plan

 
5.3 Getting to Know Our Classroom

 
 
6. Helping Novices Learn the Roles of Teaching
The Complexity of Teaching

 
Complex Conditions

 
Teachers' Many Roles

 
Teachers' Visions of Their Work

 
Tensions in Teaching

 
The Moral Dimension of Teaching

 
The Layeredness of the Experience Teacher Partner's Role

 
Supporting Competence in a Multifaceted Profession

 
Start With a Vision

 
Perceive and Address Classroom Complexity

 
Work Across the Range of Teacher Roles

 
Honor the Tensions of Teaching

 
Attend to the Moral Dimension of Teaching

 
Exercises

 
6.1 Articulating a Vision of Education

 
6.2 Looking for Classroom Complexity

 
6.3 A Few of the Many Roles of Teaching

 
6.4 Responding to a Case With Moral Implications

 
 
7. Observation and Feedback
The Power of Feedback

 
Before They Teach

 
While They Learn

 
After the Lesson

 
Formal Observation

 
Scientific Approach

 
Artistic Supervision

 
Clinical Supervision

 
Looking Ahead

 
Exercises

 
7.1 Joe's First Lesson Observation

 
7.2 Practicing the Scientific Aproach

 
7.3 Practicing the Artistic Approach

 
7.4 Practicing the Clinical Approach

 
 
8. Summative Evaluation
The Logic of Evaluation

 
What Will Be Judged?

 
Setting Standards of Performance

 
Data and Documentation

 
Making Data-Based Final Judgments

 
How the Process Can Work for You

 
Preparing the Summative Evaluation

 
Communicating Results

 
Exercises

 
8.1 The Top Five Skills for Beginning Teachers

 
8.2 Summative Evaluation: Questions to Ask and Answer

 
8.3 Measuring Up to the Role of Evaluator

 
8.4 Evaluating Evaluation

 
 
9. Working With a Student Teacher in Trouble
What Would You Do?

 
Framing the Struggle

 
Lack of Probable Potential or Presence of Developmental Delay?

 
Lack of Ability or Lack of Teachability?

 
Marginal or Failing Performance?

 
Now What?

 
Helping Your Mentee Understand the Problem

 
Awareness Phase

 
Assistance Phase

 
Making Final Decisions

 
Successful Resolution

 
Exercises

 
9.1 Framing the Struggle

 
9.2 Communication of Concern

 
9.3 Early Interventions

 
9.4 Preparing for a Difficult Conference

 
9.5 Conference Format

 
 
10. Growing as a Professional
Defining Action Research

 
Action Research

 
Conducting Action Research

 
Getting Going in Action Research: A Few Tips

 
Collaboration

 
Peer Collaborations

 
Professional Community Collaborations: Teacher Education Accreditation

 
Advanced Certification and Degrees

 
Certification

 
Graduate Degrees

 
Parting Words

 
Exercises

 
10.1 Personal Professional Inquiries

 
10.2 Inquiring Into Action Research

 
10.3 Investigating National Board Certification

 
10.4 Building and Sharing Professional Portfolios

 
10.5 Revising the Book

 
 
References
 
Index

"To be an effective mentor takes time and training. It requires a whole new set of skills. Maximum Mentoring offers an array of training strategies for mentors, and helps to codify what it means to be an effective mentor."

From the Foreword by Ellen Moir, Executive Director
The New Teacher Center, University of California, Santa Cruz
Key features
  • Step-by-step action guide for one-on-one mentoring and supervision of student teachers and novice teachers
  • Checklists, forms, activities, and reflective exercises for mentor and mentee
  • Covers school-university supervisory partnerships
  • Covers observation and feedback, formative assessment, summative evaluation, and professional growth and development
  • Suggestions for working with student teachers who are struggling
  • Foreword by Ellen Moir

Sample Materials & Chapters

Foreword by Ellen Moir

Chapter 1: Introduction

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