What are Attributes of a Quality Mentor?

What are Attributes of a Quality Mentor?

Exploring Our Beliefs about Mentoring and Three Approaches to Mentoring

What are attributes of a Quality Mentor?

Sign the attendance sheet. Locate and complete the Smart Start for

Attributes of a Quality Mentor. Save a digital copy to your folder and print.

How can you share your experiences?

Working in your groups, share Coupon Book ideas.

Give One, Get One!

Time: 15 minutes

Dendrite Presentation

Record new findings.

How can you share your experiences?

1.Working in Grade level groups, share ideas for DIGITAL notebooks.

2. Divide the tasks.

3. Use the rubric as your guide.

4. Add the digital copy to the network and place the completed rubric in the collection tray.Time: 20

minutes

Dendrite Presentation

Record new findings.

Dendrite Presentation

Record new findings.

The Mentoring Beliefs Inventory

Nondirective

Collaborative

Directive

Source: Developmental Supervision by Carl Glickman, 1985.

Take the Mentor Beliefs Inventory.

Complete the scale. Find the sum by Grade Level Groups.

The Mentoring Behavior Continuum

Source: Developmental Supervision by Carl Glickman, 1985.

1. Listening

2. Clarifying

3. Encouraging

4. Reflecting

5. Presenting

6. Problem Solving

7. Negotiating

8. Directing

9.Standardizing

10.Reinforcing

Nondirective

Collaborative

Directive

In seeking to determine the developmental level of a beginning teacher, mentors might ask themselves . . .

1. How motivated is he with regard to a particular task?

2. Is she willing and able to assume responsibility?

3. What skills does he have with regard to this particular task or problem?

4. What prior experience has she had in similar situations?

Working in your groups, take 2 minutes to think of situations in which it would be appropriate for a mentor to employ a directive approach to mentoring.

When to Use Directive Behaviors

When the mentor has knowledge that the mentee does not possess

When the mentor knows what the problem is and the mentee does not

When the mentee’s behavior is self-defeating but is not viewed as such by the mentee

When the mentee is consistently defensive and closed to feedback

In a crisis situation where the personal or professional well-being of the mentee is at stake

Directing Standardizing Reinforcing

Working in your groups, take 2 minutes to think of situations in which it would be appropriate for a mentor to employ a nondirective approach to mentoring.

When to Use Nondirective Behaviors Listening Clarifying

Encouraging When the mentee possesses more knowledge

than the mentor

When the mentee is seriously concerned about a problem and the mentor does not see a problem

When the mentor judges that a mentee’s proposed action is safe

When the beginning teacher is capable but reluctant to act

When the mentor wants to gain insight into the mentee’s level of skill or motivation

Working in your groups, take 2 minutes to think of situations in which it would be appropriate for a mentor to employ a collaborative approach to mentoring.

When to Use Collaborative BehaviorsReflecting Presenting Problem Solving

Negotiating When the mentor and mentee both possess

knowledge about the topic or issue

When the mentor understands one part of a problem and the mentee understands another part

When there is time for collaboration, and the mentor senses that the mentee is ready to assume more responsibility

When the mentor senses that the mentee needs to feel part of the decision-making process

Homework•Search the internet and find at least 2 articles about mentoring

•Work on your Individual Projects and your coupon books

•Do at least one mentoring activity with someone in your school. (Don’t panic, we will talk about this).

•Email me ([email protected]) about your mentoring style