"I serve as a mentor principal, but I didn't receive much training in the how to's of being a mentor. I wish I had read this book years ago!" -Becky Cooke, Principal Evergreen Elementary, Spokane, WA "I recommend this book highly to mentor program coordinators who are looking to refine the training and practice of their existing mentors. It goes deeper into the process of mentoring and reflection." -Audrey Lakin, Teacher Induction and Mentoring Coordinator Community Unit School District #300, Carpentersville, IL Ensure a rewarding and productive mentoring experience! High-performance mentors are not born. Even experienced educators need training in order to provide constructive support to entry-year teachers. James B. Rowley's mentoring framework has been used to successfully train thousands of teachers to acquire the six essential behaviors of high-performance mentoring: committing, accepting, communicating, coaching, learning, and inspiring. With more than twenty years of experience in training mentor teachers, Rowley blends real-life stories with established research to help readers: Understand mentoring as a performance continuum with escalating developmental stages Improve assessment, communication, and coaching skills Reflect on the mentoring process and analyze mentoring relationships Utilize mentoring as a pathway to personal and professional growth Designed for experienced and novice mentor teachers, this book will also be an enormously useful resource for mentor program coordinators, trainers, staff developers, and principals who want to assure that participants grow in their teaching practice as a result of the mentoring experience.
James B. Rowley is the James Leary Professor in the School of Education and Allied Professions at the University of Dayton and the executive director of the Institute for Technology-Enhanced Learning. Over the past 20 years, he has focused his scholarship on the training and support of mentors and beginning teachers and has served as an entry-year program consultant and mentor teacher trainer for over 100 school districts. He is also the co-creator of other multimedia training programs, including Recruiting and Training Successful Substitute Teachers (1998), Becoming a Star Urban Teacher (1995), and Mentoring the New Teacher (1994). In addition to the multimedia publications listed above, Rowley is the author of numerous articles, book chapters, and monographs. He is the author of the Corwin Press book Becoming a High-Performance Mentor: A Guide to Reflection and Action (2006). Rowley has delivered over 200 presentations at professional conferences and has led training programs throughout the United States. In 1993 and 995, he was the recipient of the National Association of Teacher Educator's annual award for Distinguished Research in Teacher Education. In 1985, he was selected as a national semi-finalist in the NASA's Teacher in Space program and competed for the chance to be the first private citizen in space. He earned his doctorate in educational policy and leadership from The Ohio State University.
List of Tables and Figures Preface Acknowledgments About the Author 1. Introduction Many Right Ways Depends on What? A Framework for Reflection and Self-Assessment 2. Mentoring Low- to High-Performance Mentoring Quality Mentoring as Quality Conversation Good Mentoring as Good Teaching Mentoring as Pathway to Personal Growth The Development of the Mentoring Relationship Questions for Reflection on Mentoring 3. Committing Commitment and Influence Causes of Low Mentor Commitment Low Mentee Commitment Commitment Indicators Questions for Reflection on Committing 4. Accepting The Challenge of Acceptance Relationship of Acceptance and Understanding Acceptance Indicators Questions for Reflection on Accepting 5. Communicating A Conversation Revisited Developmental Mentoring Beliefs Influence Practice The Mentor Teacher Beliefs Inventory From Theory to Practice To Guide or Not to Guide Communication Indicators Questions for Reflection on Communicating 6. Coaching Relationship of Mentoring to Coaching Cognitive Coaching Coaching for Confidence and Competence Coaching as Cognitive Apprenticeship The Role of Observation in Coaching Coaching Indicators Questions for Reflection on Coaching 7. Learning Embracing New Ideas Open to New Behaviors Formal and Informal Teacher Learning A Framework for Teacher Learning Learning Indicators Questions for Reflection on Learning 8. Inspiring Personal Reflections on Inspiration Inspiration Indicators Questions for Reflection on Inspiring References Index
"I recommend this book to mentor program coordinators who are looking to refine the training and practice of their existing mentors. It goes deeper into the process of mentoring and reflection." -- Audrey Lakin, Teacher Induction and Mentoring Coordinator "Rowley offers substance for mentors who have already been through initial training and who now have some experience. It's also a good book for experienced mentors to use as a 'tune up' for their mentoring skills." -- Tom Ganser, Director, Office of Field Experiences "This is a fabulous book! I serve as a mentor principal, but I didn't receive much training in the how-to's of being a mentor. I wish I had read this book years ago!" -- Becky Cooke, Principal "Rowley speaks with authority and integrity-authority from the perspective of being a mentor to mentors and integrity because he speaks from experience." -- Lois Brown Easton, Educational Consultant and Author "The author writes with great honesty and openness to provide wonderful information about mentoring processes and tools while providing a resource rich in reflective questions surrounded by thoughtful and meaningful quotes. A wonderful and helpful resource for all principals and mentors!" -- Kathryn Kee, Leadership Coach "Reading this book can be energizing, given the wide-ranging ideas and experiences that have been collected by the author during years of teaching and conducting mentor training workshops across the country. The examples feel authentic and the information provided has a 'that-makes-sense' ring to it." -- PsycCRITIQUES, May 2007 "The book's how-to approach makes it very straightforward, and Rowley uses appropriate examples to illustrate the various points being made or skills being presented." -- Teaching Theology & Religion, April 2008, Vol. 11(2)
