The Reflective Educator’s Guide to Mentoring: Strengthening Practice Through Knowledge, Story, and Metaphor
About this ebook
—Hal Portner, Educational Consultant
"Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentor."
—Tom Ganser, Director, Office of Field Experiences, University of Wisconsin-Whitewater
"What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers."
—Debra Pitton, Associate Professor of Education, Gustavus Adolphus College
Deepen your mentoring practice with this innovative new approach!
Effective mentoring requires planned and mindful attention to the ways in which one′s knowledge, skills, and experience can be passed on to new teachers. Stressing the importance of deep reflection on one′s mentoring practice, the award-winning authors offer eight models/metaphors that mentors can customize to meet the individual needs of their mentees. Proven strategies and real-life stories help teacher educators, trainers, and mentors to:
- Meet the diverse needs of mentor/mentee relationships
- Develop helpful mentoring tools
- Continue to reflect, learn, and grow as mentors
This resource is sure to inspire critical conversation and fresh insights among all mentors committed to professional growth for themselves and their fellow teachers.
About the author
Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Diane’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.
Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked >extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.
