English Journal: Mentoring and Teacher Development Vol. 102 No. 3
This episode of the serial English Journal discusses various aspects of mentoring. While the articles are aimed at English teachers, several of the entries discuss mentoring more generally.
"Strengthening New Teacher Agency through Holistic Mentoring" Deborah Bieler. 23-32. Provides an innovative look at holistic mentoring including a discussion on how this varies from traditional supervision.
"Collaborative Co-Mentoring for the Novice and the Experienced English Teacher" Steven T. Bickmore. 49-57. To keep young professionals committed to the profession, novices must be supported by others in their field.
"Give Them something to Talk About: The Role of Dialogue in Mentoring Relationships" Dawan Coombs and Kate Goodwin. 58-64. An effective mentor/protege relationship is essentially dialogical.
"Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs" Megan Guise. 65-70. Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with the faculty involved in the preparation continuing a partnership to support the development of beginners in the schools.
"Distributed Mentoring: Designing Contexts for Collective Support of Teacher Learning" Debi Khasnabis, Catherine H. Reischl, Melissa Stull, and Timothy Boerst. 71-77 In contrast to a conventional conception of mentoring as a one-to-one relationship, a model of distributed mentoring taps into the combined knowledge and wisdom of a team to focuses attention on the quality of instructional practices and the process involved in problem solving.
"'Working with my mentors is like having a second brain/hands/feet/eyes': Perceptions of Novice Teachers" Carol Giles, Lina Trigos Carrillo, Yang Wang, Jenny Stegal, and Barri Bumgarner. 78-86. Mentors not only guide mentees through specific problems, but help them understand their new profession more deeply. This article is written from the perspective of the novice rather than the experienced mentor.
"Creating a Breathing Space: An Online Teachers' Writing Group". Christine M. Dawson, Eleanor Liu Robinson, Kelly Hanson, Jillian VanRiper, and Christina Ponzio. 93-99. A mentoring relationship that began as part of teacher preparation can evolve into a professional community that stays connected through several means of communication.
"Why Do New Teachers Leave? How Could They Stay?" Elaine Simos. 100-105. An effective mentor program matters a great deal. Such a program must focus consistently on professional development, extend the work begun at the university, and connect newcomers to a professional learning community.
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