1st Edition
Building Mentoring Capacity in Teacher Education A Guide to Clinically-Based Practice
This book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning.
List of Tools
List of Figures
Preface
Acknowledgements
Definition of Terms
Part I: Mentoring for Clinically-Based Teacher Education
- Teacher Development
1.1 Introduction
1.2 The Role of Mentoring
1.3 Mentoring to Promote Teacher Development in Clinical Settings
1.4 Teacher Development in Context
1.5 Fostering Development in Context
1.6 The Development of Practice Towards Complexity
1.7 Fostering Development in Towards Complexity
1.8 The Development of Teacher Thinking
1.9 Fostering Development in Thinking
1.10 Organization of Chapters
1.11 Summary
1.12 Activity
2. Establishing the Mentoring Relationship
2.1 Introduction
2.3 Selecting the Mentor
2.4 Matching the Mentor and Mentee
2.5 Interview
2.6 Orienting the Teacher Candidate
2.7 The Teacher Candidate Questionnaire
2.8 Mismatch
2.9 Summary
2.10 Activities
3. Engaging Teacher Candidates 3.1 Introduction
3.2 Teacher Development
3.3 High Leverage Teaching Practices 3.4 The Developmental Curriculum for Clinical Experiences 3.5 Benefits of the Developmental Curriculum for Clinical
3.6 Experiences
3.7 The Interactions Matrix
3.8 High Leverage Teaching Tasks
3.9 Summary
3.10 Activities
4. Co-Teaching 4.1 Introduction
[John E. Henning, Qiuping Cao, and Kaye M. Martin]
4.2 Co-Teaching Benefits 4.3 Teacher Candidate Development through Co-Teaching
4.4 A Case Study of Co-teaching
4.5 Conceptual Framework for Co-Teaching
4.6 Summary
4.7 Activities
5. Coaching
5.1 Introduction
5.2 Teacher Development
5.3 Coaching Opportunities
5.4 Beyond Questions 5.5 The Language of Coaching
5.6 Coaching Dispositions
5.7 Modeling: Mentors Talk about Their Teaching
5.8 Summary
5.9 Activities
6. Reflection
6.1 Introduction 6.2 Teacher Development
6.3 Two Types of Reflection: Reflection-in-Action and
6.4 Reflection-on-Action
6.5 Facilitating Reflection through Systematic Thinking:
6.6 The DIJS Model
6.7 Fostering Critical Reflection
6.8 Summary
6.9 Activities
Part II: Building a Mentoring Culture
7. Initial Phase of Clinical Experience 7.1 Introduction
7.2 Teacher Development
7.3 Engagement 7.4 Co-Teaching
7.5 Coaching
7.6 Reflection
7.7 Summary
7.8 Activities
8. Intermediate Phase of Clinical Experience 8.1 Introduction
8.2 Teacher Development
8.3 Engagement 8.4 Co-Teaching
8.5 Coaching
8.6 Reflection
8.7 Summary
8.8 Activities
9. Continuous Phase of Clinical Experience 9.1 Introduction
9.2 Teacher Development
9.3 Engagement 9.4 Co-Teaching
9.5 Coaching
9.6 Reflection
9.7 Summary
9.8 Activities
10. Early Career Teachers 10.1 Introduction
10.2 Teacher Development
10.3 Engagement 10.4 Co-Teaching
10.5 Coaching
10.6 Reflection
10.7 Summary
10.8 Activities
11. Teacher Leaders
11.1 Introduction
11.2 Teacher Development
11.3 Engagement 11.4 Co-Teaching
11.5 Coaching
11.6 Reflection
11.7 Summary
11.8 Activities
12. Building a Mentoring Culture
12.1 Introduction
12.2 Challenges
12.3 Develop Your Vision
12.4 Building a Mentoring Culture
12.5 Summary
12.6 Activities
References
Appendix: High Leverage Teaching Tasks
Index
Biography
John E. Henning is Professor and Dean of the School of Education at Monmouth University
Dianne M. Gut is Professor of Teacher Education at Ohio University
Pam C. Beam is Lecturer of Teacher Education at Ohio University