What are Attributes of a Quality Mentor?

1. What are Attributes of a Quality Mentor? Exploring Our Beliefs about Mentoring and Three Approaches to Mentoring

2. What are attributes of a Quality Mentor? • Sign the attendance sheet. • Locate and complete the Smart Start for Attributes of a Quality Mentor. Save a digital copy to your folder and print.

3. How can you share your experiences? Working in your groups, share Coupon Book ideas. Give One, Get One! Time: 15 minutes

4. Dendrite Presentation Record new findings.

5. How can you share your experiences? • Working in Grade level groups, share ideas for DIGITAL notebooks. • Divide the tasks. • Use the rubric as your guide. • Add the digital copy to the network and place the completed rubric in the collection tray. Time: 20 minutes

6. Dendrite Presentation Record new findings.

7. Dendrite Presentation Record new findings.

8. The Mentoring Beliefs Inventory Directive Collaborative Nondirective Take the Mentor Beliefs Inventory. Complete the scale. Find the sum by Grade Level Groups. Source: Developmental Supervision by Carl Glickman, 1985.

9. The Mentoring Behavior Continuum Directive Nondirective Collaborative 4. Reflecting 5. Presenting 6. Problem Solving 7. Negotiating 8. Directing 9. Standardizing 10. Reinforcing 1. Listening 2. Clarifying 3. Encouraging Source: Developmental Supervision by Carl Glickman, 1985.

10. In seeking to determine the developmental level of a beginning teacher, mentors might ask themselves . . . 1. How motivated is he with regard to a particular task? 2. Is she willing and able to assume responsibility? 3. What skills does he have with regard to this particular task or problem? 4. What prior experience has she had in similar situations?

11. Working in your groups, take 2 minutes to think of situations in which it would be appropriate for a mentor to employ a directive approach to mentoring.

12. When to Use Directive Behaviors Directing Standardizing Reinforcing • When the mentor has knowledge that the mentee does not possess • When the mentor knows what the problem is and the mentee does not • When the mentee’s behavior is self-defeating but is not viewed as such by the mentee • When the mentee is consistently defensive and closed to feedback • In a crisis situation where the personal or professional well-being of the mentee is at stake

13. Working in your groups, take 2 minutes to think of situations in which it would be appropriate for a mentor to employ a nondirective approach to mentoring.

14. When to Use Nondirective Behaviors Listening Clarifying Encouraging • When the mentee possesses more knowledge than the mentor • When the mentee is seriously concerned about a problem and the mentor does not see a problem • When the mentor judges that a mentee’s proposed action is safe • When the beginning teacher is capable but reluctant to act • When the mentor wants to gain insight into the mentee’s level of skill or motivation

15. Working in your groups, take 2 minutes to think of situations in which it would be appropriate for a mentor to employ a collaborative approach to mentoring.

16. When to Use Collaborative Behaviors Reflecting Presenting Problem Solving Negotiating • When the mentor and mentee both possess knowledge about the topic or issue • When the mentor understands one part of a problem and the mentee understands another part • When there is time for collaboration, and the mentor senses that the mentee is ready to assume more responsibility • When the mentor senses that the mentee needs to feel part of the decision-making process

17. Homework • Search the internet and find at least 2 articles about mentoring • Work on your Individual Projects and your coupon books • Do at least one mentoring activity with someone in your school. (Don’t panic, we will talk about this). • Email me (ltolbert@mcsdga.net) about your mentoring style