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The document discusses the roles and stances of an effective mentor. It describes the three Cs of consulting, collaborating, and coaching. For consulting, the mentor offers support and resources. For collaborating, the mentor creates challenges and encourages growth through activities like co-planning and exploring case studies. For coaching, the mentor facilitates professional vision by remaining non-judgmental and helping the mentee reflect on goals.
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This document outlines different listening and questioning techniques for effective communication. It provides examples of the purpose for each technique. The techniques covered include: neutral listening to convey interest and keep discussion going; clarifying to question statements and identify problems; reflective listening to reflect back feelings; restatement to get agreement; summarizing to collect essential facts; questioning techniques for starting discussion, directing questions, and involving others; justifying ideas more deeply; using hypothetical scenarios; coordinating ideas to find agreement; and presenting alternatives when making decisions.
Observation and debriefing
Mentoring Moments provides guidance for classroom observations between new teachers and their mentors as part of the NTIP program. It recommends that new teachers first observe their mentors, then have their mentors observe them, and that pairs also observe other teachers together. The core elements of effective observation experiences are outlined as orientation, observation, debriefing, action planning, and follow up. Additional ideas and resources are provided to support implementation of these observation strategies between new teachers and their mentors.
Making meaningful classroom observations
Teachers directly observing other teachers' classrooms can be a meaningful form of professional development when done collaboratively. The observation process should involve an orientation, the observation itself, a debriefing between the teachers, action planning, and follow up. This allows for personalization of learning through discussion of the authentic classroom context and helps teachers meet multiple learning goals. Resources are provided to support schools in implementing effective classroom observation programs that build mentoring relationships among teachers.
Listening & questioning technique
This document outlines different listening and questioning techniques for effective communication. It provides examples of the purpose for each technique. The techniques covered include: neutral listening to convey interest and keep discussion going; clarifying to question statements and identify problems; reflective listening to reflect back feelings; restatement to get agreement; summarizing to collect essential facts; questioning techniques for starting discussion, directing questions, and involving other students; justifying ideas more deeply; using hypothetical scenarios; coordinating ideas to get agreement; and presenting alternatives for decision making.
Learned focus conversation
This document discusses learning focused conversations as a mentoring tool for teachers. It describes how mentors can use flexible stances and roles like paraphrasing, reflecting feelings, and fully attending to guide mentees through conversation maps. A conversation map involves elegantly paraphrasing the mentee's perspective, exploring options, planning next steps, and evaluating strategies. The document provides an example conversation map and recommends resources like handbooks and an online community to support implementation of learning focused conversations.
Power of listening
This document discusses the importance of listening in mentoring relationships. It identifies pausing, paraphrasing, nonverbal encouragement, reflecting feelings, and fully attending as key elements of effective listening. The document also notes that listening helps build trust and rapport between mentors and mentees, and can lead mentees to identify next steps.
Mentoring matters
1) The author reflects on the importance of mentoring after reading a blog post from a new teacher who felt lost and without support.
2) The author recalls their own difficult first year teaching without a mentor. They responded to encourage the new teacher.
3) The author believes mentors can provide hope and help to new teachers who may otherwise feel alone. They started an online mentoring project to connect experienced teachers as virtual mentors.
4) The author invites readers to consider mentoring new teachers, even in small ways, and reflects on the potential of online tools to support mentoring in the 21st century.
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Consult collaborate coaching
- 1. Mentoring Moments: Roles and Stances of an Effective Mentor Teaching Policy and Standards Branch Issue 11 / Oct 2012
- 2. 2 Consulting / Collaborating / Coaching (The 3Cs) at a Glance
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