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MentoringMentoring• Brian MumbyBrian Mumby• Walden UniversityWalden University• Dr. Marylou DantonioDr. Marylou Dantonio• Teaching Leadership: Mentoring, Teaching Leadership: Mentoring,

Coaching, and Collaboration with Coaching, and Collaboration with ColleaguesColleagues

• (EDUC-6655H-2)(EDUC-6655H-2)• November 20, 2011November 20, 2011

MentoringMentoring

• In order for mentoring to be successful it has In order for mentoring to be successful it has to be supported from top down; to be supported from top down; superintendant to administrators to superintendant to administrators to experienced teachers to new teachers!experienced teachers to new teachers!

• Mentoring Mentoring advantages:advantages:– SupportSupport– AdviceAdvice– ReflectionReflection– AlliesAllies– ResourcesResources

What is Mentoring?What is Mentoring?

““The core of mentoring…is the focus The core of mentoring…is the focus on collaborative participation and on collaborative participation and mutual critical thinking and mutual critical thinking and reflection about the process, value, reflection about the process, value, and results of jointly derived and results of jointly derived learning goals established for the learning goals established for the mentee (Jonson, 2008).”mentee (Jonson, 2008).”

What is Mentoring?What is Mentoring?• Mentoring is an experienced teacher Mentoring is an experienced teacher

helping a “new” teacher adapt and helping a “new” teacher adapt and adjust to all the phases in the art of adjust to all the phases in the art of teaching:teaching:– Lesson planningLesson planning– Teaching strategiesTeaching strategies– DisciplineDiscipline– Overall social environmentOverall social environment– School norms & expectationsSchool norms & expectations

Phases of MentoringPhases of Mentoring• Mentoring has three phasesMentoring has three phases

– InductionInduction– OrientationOrientation– Coaching (Portner, 2010)Coaching (Portner, 2010)

Phases of Mentoring: Phases of Mentoring: InductionInduction

• New teachers are matched up with a New teachers are matched up with a mentor (Portner, 2010). mentor (Portner, 2010).

• Matching the right mentor with a Matching the right mentor with a mentee is very important to the mentee is very important to the success of the mentoring process.success of the mentoring process.

Phases of Mentoring: Phases of Mentoring: InductionInduction

• The first step in matching a mentor with The first step in matching a mentor with a mentee is determining the mentee’s a mentee is determining the mentee’s experience level.experience level.– Fresh out of college Fresh out of college

• Needs extensive mentoringNeeds extensive mentoring– Returning after an extended leave of Returning after an extended leave of

absence absence • Needs modified mentoringNeeds modified mentoring

– Experienced but new to the district Experienced but new to the district • Needs brief mentoring (Portner, 2010)Needs brief mentoring (Portner, 2010)

Phases of Mentoring: Phases of Mentoring: InductionInduction• The mentor should be:The mentor should be:

– Knowledgeable in all aspects of the schoolKnowledgeable in all aspects of the school– Knowledgeable in subject areaKnowledgeable in subject area

• From the same grade level or departmentFrom the same grade level or department– A good communicator and listenerA good communicator and listener– An outlet for help and not there to evaluate An outlet for help and not there to evaluate

and critique – not an administratorand critique – not an administrator– Confident and understand themselves before Confident and understand themselves before

attempting to mentor and understand attempting to mentor and understand someone else (Knight, 2010)someone else (Knight, 2010)

Phases of Mentoring: Phases of Mentoring: ObservationObservation

• Mentor works with mentee one on Mentor works with mentee one on oneone– Builds relationship with mentee.Builds relationship with mentee.

• Mentor informs mentee about:Mentor informs mentee about:– CurriculumCurriculum– Building proceduresBuilding procedures– SchedulesSchedules– Community surroundingsCommunity surroundings(Portner, 2010).(Portner, 2010).

Phases of Mentoring: Phases of Mentoring: CoachingCoaching

• Mentor helps the mentee with how to Mentor helps the mentee with how to teach, what to teach, decision making, teach, what to teach, decision making, reflecting, and making changes reflecting, and making changes (Portner, 2010).(Portner, 2010).

• Coaching Phase has three stages:Coaching Phase has three stages:– Pre-conferencePre-conference– ObservationObservation– Post-ConferencePost-Conference

(Portner, 2010)(Portner, 2010)


• Coaching Pre-Conference StageCoaching Pre-Conference Stage– Mentor and mentee get to know each Mentor and mentee get to know each

otherother– Mentor identifies issues to work onMentor identifies issues to work on– Mentee identifies areas where he/she Mentee identifies areas where he/she

needs guidanceneeds guidance(Portner, 2010)(Portner, 2010)


• Coaching Observation StageCoaching Observation Stage– Mentor views mentee in classroomMentor views mentee in classroom– Should be unobtrusiveShould be unobtrusive– Should be compared to a video cameraShould be compared to a video camera

• View and take in all the information for View and take in all the information for later review (later review (Portner, 2010)Portner, 2010)


• Coaching Post-Conference StageCoaching Post-Conference Stage– Mentor meets with menteeMentor meets with mentee– Mentor discusses information observedMentor discusses information observed– Mentor offers suggestions for Mentor offers suggestions for

improvementimprovement– Offers encouragement and praiseOffers encouragement and praise– Helps mentee with self-reflectionHelps mentee with self-reflection

Mentoring in ActionMentoring in Action

• A great example of mentoring takes A great example of mentoring takes place between mentor Sue Teece and place between mentor Sue Teece and novice teacher Kristin Heath at Norris novice teacher Kristin Heath at Norris Elementary School in South Hampton, Elementary School in South Hampton, MA. (Hook, 2010)MA. (Hook, 2010)

Mentoring in ActionMentoring in Action• Sue aids in Kristin’s development in many ways:Sue aids in Kristin’s development in many ways:

– They meet weekly and discuss a variety of They meet weekly and discuss a variety of factors and how certain objectives are factors and how certain objectives are progressing (Hook, 2010)progressing (Hook, 2010)

– They held an induction meeting prior to school They held an induction meeting prior to school for Kristin to get acclimated to the school (Hook, for Kristin to get acclimated to the school (Hook, 2010)2010)

– Sue observes Kristin, after lessons are taught Sue observes Kristin, after lessons are taught they meet to discuss they meet to discuss •How the lesson wentHow the lesson went•What things worked wellWhat things worked well•What needs to be changedWhat needs to be changed•How to modify lessons How to modify lessons

(Hook, 2010)(Hook, 2010)

Mentoring in ActionMentoring in Action• Pre-lesson conference - Sue helped Kristin Pre-lesson conference - Sue helped Kristin

think deeper about her lesson.think deeper about her lesson.– She helped Kristin analyze every aspect of the She helped Kristin analyze every aspect of the

lesson to determine objectives and hopeful lesson to determine objectives and hopeful outcomes.outcomes.

– She had Kristin think through every part of her She had Kristin think through every part of her lesson so she was not surprised by anything lesson so she was not surprised by anything and to make sure she did not forget anything.and to make sure she did not forget anything.

– Sue helped Kristin make plans for the geo Sue helped Kristin make plans for the geo boards and a k-w-l chart (Hook, 2010).boards and a k-w-l chart (Hook, 2010).

Mentoring in ActionMentoring in Action• Sue and Kristin have an established Sue and Kristin have an established

cooperative relationship.cooperative relationship.– They communicate well together.They communicate well together.– Sue asks a multitude of questions and Sue asks a multitude of questions and

Kristin answers those questions without Kristin answers those questions without frustration.frustration.

– Sue has helped Kristin build confidence Sue has helped Kristin build confidence in herself and in her abilities in herself and in her abilities • Helped build trust between mentor/mentee.Helped build trust between mentor/mentee.

Mentoring in ActionMentoring in Action• Sue ensures Kristin is teaching to Sue ensures Kristin is teaching to

the correct benchmarks and the correct benchmarks and standardsstandards– Ensures student learningEnsures student learning

• Sue makes sure Kristin is Sue makes sure Kristin is differentiating instruction and differentiating instruction and addressing all student’s needs.addressing all student’s needs.– Ensures student successEnsures student success

Mentoring in ActionMentoring in Action• I believe Sue and Kristin have a great I believe Sue and Kristin have a great

working relationship.working relationship.– They help each other become better They help each other become better

teachers.teachers.– They have the student’s best interest in They have the student’s best interest in

mind when developing lessons.mind when developing lessons.– Sue and Kristin did a good job of reflecting Sue and Kristin did a good job of reflecting

on the lesson during their post-conference.on the lesson during their post-conference.– Sue provided praise while offering Sue provided praise while offering

constructive suggestions.constructive suggestions.

Mentoring in ActionMentoring in Action• Areas for improvement Areas for improvement

– They meet weekly for only 10-They meet weekly for only 10-15 minutes. I would want them 15 minutes. I would want them to meet for at least 30 minutes to meet for at least 30 minutes weekly.weekly.

– Kristin doing more self Kristin doing more self reflection reflection • Sue asks a lot of questions that Sue asks a lot of questions that

tell Kristin her areas for tell Kristin her areas for improvement. improvement.

• Sue needs to lead Kristin to see Sue needs to lead Kristin to see some of her mistakes and her some of her mistakes and her inefficiencies for herself.inefficiencies for herself.

Mentor ProgramsMentor Programs• Very beneficial to the mentee ifVery beneficial to the mentee if

– The program has support and guidance The program has support and guidance from the top down.from the top down.

– The correct mentor is chosen based on The correct mentor is chosen based on being competent versus just being competent versus just “experienced.”“experienced.”

– The program is clearly outlined and The program is clearly outlined and expectations are known to both the mentor expectations are known to both the mentor and the mentee.and the mentee.

– Communication is key!Communication is key!

ReferencesReferences• Jonson, K. (2008). Mentoring, Coaching, Jonson, K. (2008). Mentoring, Coaching,

and Collaboration. and Collaboration. Working as a Partner Working as a Partner With the Adult Learner. Pg.40.With the Adult Learner. Pg.40. Corwin Corwin Press. Thousand Oaks, CA.Press. Thousand Oaks, CA.

• Portner, H. (2010). Why Mentoring. Portner, H. (2010). Why Mentoring. [DVD]. Teaching leadership: Mentoring, [DVD]. Teaching leadership: Mentoring, coaching, and collaboration with coaching, and collaboration with colleagues. Laureate Education, Inc. colleagues. Laureate Education, Inc. Baltimore, MD.Baltimore, MD.

ReferencesReferences• Knight, J.(2010). Understanding Self and Knight, J.(2010). Understanding Self and

Others. [DVD]. Teaching leadership: Others. [DVD]. Teaching leadership: Mentoring, coaching, and collaboration Mentoring, coaching, and collaboration with colleagues. Laureate Education, Inc. with colleagues. Laureate Education, Inc. Baltimore, MD.Baltimore, MD.

• Hook, J.(2010). Hook, J.(2010). Virtual Field Virtual Field Experience™: Mentoring DemonstrationExperience™: Mentoring Demonstration. . [DVD]. Teaching leadership: Mentoring, [DVD]. Teaching leadership: Mentoring, coaching, and collaboration with coaching, and collaboration with colleagues. Laureate Education, Inc. colleagues. Laureate Education, Inc. Baltimore, MD.Baltimore, MD.

ReferencesReferences• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from:

http://www.nysut.org/newyorkteacher_http://www.nysut.org/newyorkteacher_11388.htm11388.htm

• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from: http://teachingwithsoul.wordpress.comhttp://teachingwithsoul.wordpress.com/2011/10/24/mentoring-mondaysthe-/2011/10/24/mentoring-mondaysthe-teacher-mentoring-project-ntchat-teacher-mentoring-project-ntchat-edchat/edchat/

• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from: http://www.pioneerschools.org/domainhttp://www.pioneerschools.org/domain/25/25

http://www.nysut.org/newyorkteacher_11388.htm

http://www.nysut.org/newyorkteacher_11388.htm

ReferenceReference• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from:

http://aftma.net/2011/05/teacher-mentor-http://aftma.net/2011/05/teacher-mentor-evaluator/evaluator/

• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from: http://www.wcu.edu/9707.asphttp://www.wcu.edu/9707.asp

• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from: http://www.ecmhc.org/tutorials/consultativehttp://www.ecmhc.org/tutorials/consultative_stance/mod2_4.html_stance/mod2_4.html

• Image retrieved on 11-20-11 from: Image retrieved on 11-20-11 from: http://teachers.net/wong/SEP11/http://teachers.net/wong/SEP11/