Mentoring in a PDS Program: What's in it for Me?

The perceptions of best mentoring practices in an early literacy intervention project : a case study of nine coaches

“…Trust grows as the dependability of the mentor becomes evident (Harrison et al, 2006;Patton et al). When novices "let their guard down" and perceive mentors as understanding their world, they begin to value their mentor's help and build even more trust (Patton et al;Scheetz et al, 2005). When trust develops, the perceived power difference between the mentor and the protege shifts and the protege becomes more like a colleague than a student of the mentor (Fairbanks et al, 2000;Patton et al).…”

“…The more recent interest in mentoring is related to the rapid social development that has created an increased demand for more professionalized staff in education (Cullingford, 2006;Scheetz, Waters, Smeaton, & Lare, 2005). Despite the demands of society, there are few courses in academic institutions that concern social competence, individual maturity, ability to develop effective working relationships (for example with colleagues, students, and their parents), and professional development (Cullingford, p. 1 53).…”

“…In the mentoring process, mentors are partners with the proteges (i.e., novice teachers) in learning how to become more effective teachers (Fairbanks et al, 2000;Rowley, 1999;Scheetz et al, 2005). This is not just a fagade; mentor teachers recognize their capacity to learn from their less experienced colleagues, which is an indicator they do not have all the answers (Fairbanks et al).…”

“…This is not just a fagade; mentor teachers recognize their capacity to learn from their less experienced colleagues, which is an indicator they do not have all the answers (Fairbanks et al). Inevitably, good mentors learn from those they are mentoring, no matter how much teaching experience they may have (Patton et al, 2005;Rowley;Scheetz et al). Good mentors are transparent about their own pursuit for professional growth and search for their own answers to problems (Fairbanks et al; Rowley).…”

“…Experts on mentoring argue for the careful selection of mentors based on certain attributes such as personality characteristics, ability to recognize and communicate effective teaching, and similar grade and content specialization (Giebelhaus & Bowman, 2002;Scheetz et al, 2005;Wang, 2001). In addition, Giebelhaus and Bowman claim the process of effective mentoring includes developmental observation and formative constructive feedback all within an appropriate and focused discussion framework.…”