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1、Mentor Professional Development IntroductionChapter VProfessional Development of MentorsIntroductionMentoring is an excellent means for supporting and guiding new teachers toward higher levels of competency and confidence. While teacher preparation programs prepare teachers to effectively educate ch
2、ildren, few teachers have been taught the most productive ways to nurture and support adult development. Mentors need to understand adult development and appropriate and effective methods for nurturing adult growth. The training modules contained in this chapter are designed to prepare mentors for t
3、his role so they can work with new teachers in a purposeful and helpful manner from day to day.Four separate training modules are included in this section of the manual. Each training module centers on one of the four phases of mentoring relationships as described by Lois Zachary in her book The Men
4、tors Guide which can be found in the resource list on page V-136. The mentoring relationship phases are:1. Preparing2. Negotiating3. Enabling4. ClosureWhile these are distinct developmental phases, they are not bound by time. Mentors and protgs move through these phases as the relationship builds an
5、d changes. Each training module follows a similar sequence. The module begins with a brief description of the mentoring relationship phase and an overview of the topics that are explored. This description is followed by a series of activities that can be used in mentor training. The activities inclu
6、de background information, materials needed, preparation suggestions, and the procedure for completing each activity. Blackline masters are at the end of each training module.The time needed to complete the training varies for each module. Some districts may choose to complete all the activities wit
7、hin a module, while others may decide to use selected activities that match the particular needs of participants. It is important that training be provided throughout the school year so that the training coincides somewhat with the actual phases of the mentoring relationship, understanding that each
8、 pair will progress through the phases at different rates. For example, the training for the preparation module should be provided before, or if necessary, shortly after mentors begin working with their protgs. The information gained in this module will help mentors better understand the needs of ne
9、w teachers and build a deeper understanding of the mentors role. The negotiating module should be presented 3-6 weeks after school begins since this module centers on creating a working plan for the mentor and protg. The enabling module should be presented around January. This module focuses on how
10、to observe and provide feedback to protgs on their classroom practices. The closure module should be presented near the end of school, such as in April, so that mentors and protgs can consider how to best close the relationship and/or the school year.Alabama Teacher Induction and Mentoring Manual Ch
11、apter V - Page 35 Mentor Professional Development PreparingPreparingExcellent teachers are not necessarily prepared to mentor new teachers. Providing and structuring opportunities that nurture professional growth and development of novice teachers requires a different set of skills than those needed
12、 to teach students. The first training module focuses on the essential step of preparing mentors to build and sustain a positive and productive mentoring relationship. This module is divided into three sections:1.Introduction to Mentoring2.Adult Learning3.Readiness to be a MentorThese sections conta
13、in activities that build understanding of the mentoring process; support reflection on readiness to assume the role; build knowledge of adult/teacher development; and raise awareness of how mentors can support the growth of protgs. Blackline masters are at the end of the Preparing module, on pages V
14、-36 V-50.Section 1 - Introduction to MentoringIt is likely that teachers selected to be mentors have experience as a supervisor of student or intern teachers or have served as a mentor in an unofficial capacity. While some may have experience working with adults, they may not have a deep understandi
15、ng of the roles of a mentor and why mentoring is important. This module will provide opportunities for mentors to explore these and other topics with their peers. Topics:In this section, mentors will: 1. Review current understandings about mentoring2. Articulate the benefits of a mentoring program3. Explore the definition of mentoring4. Examine the roles of a mentor5. Identify characteristics of an effective mentorTopic 1Current Understandings about MentoringIntroductory ActivityBackground InformationParticipants have varying experiences and knowledge about the mentoring process
