1st Edition

Building Mentoring Capacity in Teacher Education A Guide to Clinically-Based Practice

    250 Pages 2 B/W Illustrations
    by Routledge

    250 Pages 2 B/W Illustrations
    by Routledge

    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

    1. 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