Toolkit for Mentor Practice

Dr. Patty J. Horn is a Professor and Director of the Teacher Induction Program at Northern Arizona University. In her 43 years in education, she has served as a classroom teacher, department chair, an Associate Dean at Northern Arizona University, and the Dean of the College of Education at Grand Canyon University. Graduate work has been completed at Arizona State University with a major in Elementary Education and a specialization in Math and Science. She has conducted research and evaluation for mentoring and induction programs. As a team member with Cooperative Services International Education Consortium, she has traveled to Tibet, Hong Kong, Guilin, Chengdu, China; Tunisia, Africa; Bangkok, Thailand and the Soviet Union. She has held the office of President in Arizona for the Association of School Administrators, Science Teachers Association, and the Association of Teacher Education. Dr. Horn has also served as Secretary for the Staff Development Council of Arizona and the Association of Liberal Arts Colleges for Teacher Education as well as served on the Board of Directors for the American Association of Colleges for Teacher Education and the Arizona Rural Schools Association. Awards include the Distinguished Higher Education Administrator, Plank Holder of the Arizona Alliance for Math, Science, and Technology Education, Outstanding Contributor to Teacher Education in Arizona, Environmental Educator of the Year, Distinguished Professor of the Year, and Arizona Rural Schools Association Hall of Fame Inductee. Dr. Horn's mission is to work with teachers and students so that each reaches their full potential for success. Kristin Metler-Armijo is currently the Project Director for the Teacher Induction Program at NAU. She was a former Academic Services Consultant team member in the Pendergast School District. Her previous experiences include developing and implementing the district induction program, curriculum development, staff development, and teaching 7th and 8th grade reading, writing and social studies. Kristin earned a Bachelor of Science degree in Secondary Education with a Social Studies emphasis from the University of New Mexico in Albuquerque, New Mexico. She earned a Masters in Educational Leadership from Northern Arizona University, and currently teaches for NAU. Kristin's professional interests have been reflected in her presentations at national, state and local conferences on various topics ranging from curriculum development to differentiated instruction. She has been on several state level committees including the Statewide Induction Committee. She is President for the Staff Development Council of Arizona and part of the governing board currently working to revive the council. Her passion is building life-long learners who recognize that we all must continue to grow for the betterment of students.

List of Resources Foreword Acknowledgments About the Authors Introduction Section I: Role Focused Transformational Learning Stage 1. Transforming Practice Purpose for Transformational Learning Stages Description of Transformational Learning Stages Purpose for Managing Transformational Learning Description of Managing Transformational Learning Notes for Implementation 2. Conference Data Conference (CDC) Cycle Purpose for the CDC Cycle Description of the CDC Cycle Notes for Implementation 3. Foundations for Mentoring Purpose for Mentor Stances Description of Mentor Stances How to Use Mentor Stances Mentor Stances in Action Notes for Implementation Purpose for Mentor Roles Description of Mentor Roles How to Use the Mentor Roles Notes for Implementation Purpose for Mentor Language Description of Mentor Language How to Use the Mentor Language: Questioning Prompts Notes for Implementation How to Use the Mentor Language: Paraphrasing Prompts Notes for Implementation How to Use the Mentor Language: Ways of Communication Notes for Implementation Notes for Implementing Foundations for Mentoring 4. Conference Data Conference (CDC) Journal Record Purpose for the CDC Journal Record Description of the CDC Journal Record How to Use the CDC Journal Record During the Planning Conference CDC Journal Record Tool in Action How to Use the CDC Journal Record During the Reflective Conference CDC Journal Record Tool in Action Notes for Implementation 5. Beginning Conversations Purpose for Tools for Building Trust Description of Tools for Building Trust How to Use the Tools for Building Trust Purpose for Tools for Understanding Context Description of Tools for Understanding Context How to Use the Tools for Understanding Context Beginning Conversations Tools in Action Notes for Implementation 6. The Administrator and Mentor Conversations Purpose for Administrator and Mentor Conversations Description of the Administrator and Mentor Journal Record How to Use the Administrator and Mentor Journal Record Administrator and Mentor Journal Record Tool in Action Notes for Implementation 7. Professional Teacher Growth Process Purpose for Professional Teacher Growth Process Description of the Professional Teacher Growth (PTG) Process How to Use the Professional Teacher Growth Process Tools Professional Teacher Growth Process Tools in Action Notes for Implementation 8. Professional Mentor Growth Process Purpose for the Professional Mentor Growth Process Description of the Professional Mentor Growth (PMG) Process How to Use the Professional Mentor Growth Process Tools Professional Mentor Growth Process Tools in Action Notes for Implementation Section II: Practice Focused Transformational Learning Stage 9. Collecting Evidence: Teacher and Student Behaviors Purpose for Collecting Evidence: Teacher and Student Behaviors Description of Seating Charts How to Use Seating Charts to Collect Data Seating Chart Tools in Action Notes for Implementation 10. Collecting Evidence: Teacher and Student Verbal Interaction Purpose for Collecting Evidence: Teacher and Student Verbal Interaction Description of Collecting Evidence: Teacher and Student Verbal Interaction How to Use the Collecting Evidence: Teacher and Student Verbal Interaction Tools Collecting Evidence: Teacher and Student Verbal Interaction Tools in Action Notes for Implementation 11. Observing a Master Teacher Purpose for Observing a Master Teacher Descrption of Observing a Master Teacher How to Use the Observing a Master Teacher Tools Observing a Master Teacher Tools in Action Notes for Implementation 12. Student Data Mapping Purpose for Student Data Mapping Description of Student Data Mapping How to Use the Student Data Map Characteristics How to Use Student Data Map Standardized Assessments How to Use the Student Data Map Teacher-Created Assessment Student Data Mapping Tools in Action Notes for Implementation 13. Planning for Instruction Purpose for the Instructional Planning Process Description of the Instructional Planning Process How to Use the Instructional Planning Process Instructional Planning Process Tools in Action Notes for Implementation 14. Lesson Design Purpose for Lesson Design Description of Lesson Design How to Use the Lesson Design Tools Lesson Design Tools in Action Notes for Implementation 15. Videotaping as a Process for Reflection Purpose for Videotaping as a Process Description of Videotaping as a Process How to Use the Videotaping Tools Videotaping Tools in Action Notes for Implementation 16. Collecting Evidence: Student Engagement Purpose for Collecting Evidence: Student Engagement Description of Collecting Evidence: Student Engagement How to Use the Student Engagement Tools Student Engagement Tools in Action Notes for Implementation 17. Probing Higher Level Thinking Purpose for Questioning Skills Description of Questioning Skills How to Use Questioning Skills Purpose for Questioning Word Banks Description of Questioning Word Banks How to Use Questioning Word Banks Probing Higher Level Thinking Tools in Action Notes for Implementation Section III: Learner Focused Transformational Learning Stage 18. Analyzing Student Work Purpose for Analyzing Student Work Description of Analyzing Student Work How to Use the Analyzing Student Work Tools Analyzing Student Work Tools in Action Notes for Implementation 19. Planning for Differentiated Instruction Purpose for Planning for Differentiated Instruction Description of Planning for Differentiated Instruction How to Use the Planning for Differentiated Instruction Tools Planning for Differentiated Instruction Tools in Action Notes for Implementation 20. Analyzing Student Assessments Purpose for Analyzing Student Assessments Description of Analyzing Student Assessments How to Use the Analyzing Student Assessment Tools Analyzing Student Assessment Tools in Action Notes for Implementation 21. Planning for Differentiated Mentoring Purpose for Differentiated Mentoring Description of Differentiated Mentoring How to Use the Differentiated Mentoring Tools Differentiated Mentoring Tools in Action Notes for Implementation 22. Reflecting on One's Practice Purpose for Reflecting on One's Practice Description of Reflecting on One's Practice How to Use the Reflecting on One's Practice Tools Reflecting on One's Practice Tools in Action Notes for Implementation Resources References Index

"The data collection tools are eye-opening for both the beginning teacher and the mentor. The tools help mentors capture pertinent data, but they also sometimes reveal information you might not have looked for." -- Pam McKinney, Teacher Mentor "The mentoring tools in this book allow me to have a reflective dialogue with teachers about their instruction that is unbiased, nonthreatening, and data driven. I use the various tools daily so that the needs of all my teachers are met. As my teachers evolve and advance in their practice, so do the tools I use with them." -- Amber Mieras, District Mentor "Patty Horn and Kristin Metler-Armijo understand the variables that contribute to a successful mentor-mentee relationship, focusing on the importance of collaboration, reflective practice and trust. Their practical and user-friendly resources ensure novice teachers are supported without losing sight of student achievement as the ultimate goal." -- C. Kevin Imes, Director of Curriculum, Instruction, and Assessment "Patty Horn and Kristin Metler-Armijo's compilation of prompts, journal records, and data collection tools are invaluable for creating a nonthreatening relationship with teachers and helping capture their strengths and areas of need. The prompts and data collection tools are crafted to guide teachers through their journey of professional development. The journal records are essential for maintaining the focus of the conversation on teaching standards and increased student achievement. As a second-year mentor, these items have allowed me to create lasting relationships and transform teacher practices from good to great and beyond." -- Margie Rey Suero, District Mentor "Horn and Metler-Armijo have beautifully captured the reciprocal nature of the mentor and novice teacher relationship and the learning journey that occurs between them. The authors give us a thoughtful and practical model for designing mentor programs that accelerate the transformational process that moves people from being satisfied with efficiency and effectiveness to craving meaningful work that has far-reaching impact. If you are designing a mentor program or if you need to revitalize the program you have, this book will be your primary guide." -- Elle Allison, President