About the Book
"Uses metaphor to connect the reader in a personal way with the intricacies of mentoring—a powerful catalyst for reflection."
—Hal Portner, Educational Consultant
"Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentor."
—Tom Ganser, Director, Office of Field Experiences, University of Wisconsin-Whitewater
"What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers."
—Debra Pitton, Associate Professor of Education, Gustavus Adolphus College
Deepen your mentoring practice with this innovative new approach!
Effective mentoring requires planned and mindful attention to the ways in which one′s knowledge, skills, and experience can be passed on to new teachers. Stressing the importance of deep reflection on one′s mentoring practice, the award-winning authors offer eight models/metaphors that mentors can customize to meet the individual needs of their mentees. Proven strategies and real-life stories help teacher educators, trainers, and mentors to:
Meet the diverse needs of mentor/mentee relationships
Develop helpful mentoring tools
Continue to reflect, learn, and grow as mentors
This resource is sure to inspire critical conversation and fresh insights among all mentors committed to professional growth for themselves and their fellow teachers.
Table of Contents:
Foreword by Jeffrey Glanz
Preface
Acknowledgments
About the Authors
1. Reflecting On Your Mentoring Practice: The Story of My Mother’s Gravy
Why Is Mentoring So Important?
How Do You Enhance Your Mentoring Skills?
Why Is It Important to Be Reflective About One’s Mentoring?
Chapter 1 Exercises
2. Exploring the Complexity of Mentoring: What it Takes to Be an Effective Mentor
Creating an Educative Mentoring Context
Guiding a Mentee’s Professional Knowledge Development
Nurturing the Development of a Mentee’s Professional Dispositions
Summary
Chapter 2 Exercises
3. Mentor as Story Weaver: The Case of Darby With Darby Claire Delane
The Mentor
The Mentee
The Context
The Metaphor: A Story Weaver
A Glimpse of Darby, Esteban, and the Story Weaver Metaphor in Action
Summary
For Discussion
4. Mentor as Jigsaw Puzzle Enthusiast: The Case of Kevin With Kevin Berry
The Mentor
The Mentee
The Context
The Metaphor: A Jigsaw Puzzle Enthusiast
A Glimpse of Kevin, Tina, and the Jigsaw Puzzle Enthusiast Metaphor in Action
A Glimpse of Kevin, Joseph, and the Jigsaw Puzzle Enthusiast Metaphor in Action
A Glimpse of Kevin, Margaret, and the Jigsaw Puzzle Enthusiast Metaphor in Action
A Glimpse of Kevin, Crystal, and the Jigsaw Puzzle Enthusiast Metaphor in Action
Summary
5. Mentor as Tailor: The Case of Robin With Jennifer Jacobs
The Mentor
The Mentee
The Context
The Metaphor: A Tailor
A Glimpse of Robin, Diane, and the Tailor Metaphor in Action
Summary
For Discussion
6. Mentor as Coach: The Case of Tracy With Tracy Norman
The Mentor
The Mentee
The Context
The Metaphor: A Coach
A Glimpse of Tracy, Jen, and the Coach Metaphor in Action
Summary
For Discussion
7. Mentor as Mirror: The Case of Claudia
The Mentor
The Mentee
The Context
The Metaphor: A Mirror
A Glimpse of Claudia, Julia, and the Mirror Metaphor in Action
For Discussion
8. Mentor as Interior Designer: The Case of Paige With Angela Gregory
The Mentor
The Mentee
The Context
The Metaphor: An Interior Designer
A Glimpse of Paige, Yolanda, and the Interior Design Metaphor in Action
Summary
For Discusson
9. Mentor as Real Estate Agent: The Case of Wesley
The Mentor
The Mentees
The Context
The Metaphor: A Real Estate Agent
A Glimpse of Wesley, His Mentees, and the Real Estate Agent Metaphor in Action
Summary
For Discussion
10. Reflecting on a Mentoring Practice: The Story of the Artist
Building a Mentor’s Pedagogical Toolbox
How You Continue Learning and Growing as a Mentor
Chapter 10 Exercises
References
Index
About the Author :
Diane Yendol-Hoppey is professor of teacher education in the College of Education and Human Services at the University of North Florida. She has served as dean, associate dean of educator preparation and partnerships, department chair, and center director. She taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Yendol-Hoppey spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Yendol-Hoppey’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Yendol-Hoppey has received the AERA Division K Early Career Research Award and the ATE Distinguished Teacher Educator Award for her ongoing commitment to researching innovative approaches to teacher learning. She has published six books, more than 60 articles in professional journals, and secured 20 million in external funding to support teacher learning. Nancy Fichtman Dana is professor of education and distinguished teaching scholar at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts, and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included several of the nation’s largest school districts. Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation.
Review :
"Contributes to the growing richness of mentoring literature by using metaphor to connect the reader in a personal way with the intricacies of mentoring—a powerful catalyst for reflection."
"Very appropriate in mentoring programs that provide ongoing support for mentors. Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentoring."
"Mentors who read this book will be challenged to see themselves within the stories. What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers."
"A useful tool in thinking about how best an individual might approach mentoring. In the act of being reflective, a mentor gains the tools needed to guide a new teacher through a complex system of creating an educative-mentoring context, cultivating the dispositions of a successful educator, and guiding a mentee′s professional knowledge development."
