Advancing the Practice of Mentoring

This series presents six online modules that speak to the questions that mentor teachers might consider as they welcome pre-service teachers into classrooms that have become increasingly complex. Effective mentoring relies on the formation of strong relationships that are based on relational trust and mutual respect. This can be challenging given the fact that many pre-service teachers come from a generation that has very different life experiences, values and needs than the mentors they work with. In this series, we will explore ways in which the mentor-mentee relationship can be developed within this new context. As well, we will examine the mentor-mentee practice of co-teaching and what is necessary for both parties to facilitate the process while maintaining effective learning opportunities for the students involved.

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Providing Context: An evolving mindset in teacher education and field experience (Parts A & B)

This 2-part module will provide some context around the many challenges that are facing mentors as they welcome pre-service teachers into classrooms. Some of these are school wide issues that impact the workload, outlook and mental health of individual teachers. In addition, many pre-service teachers come from a generation that has very different life experiences, values and needs than the mentors they work with. Our rapidly changing world also requires a focus on the future skills required of pre-service teachers.

Relational trust and navigating challenges (Parts A & B)

Foundational to effective relationships is relational trust and mutual respect (Hagenauer et al., 2023, Hudson, 2016). "A high quality relationship is expected to be supportive, with the sharing of practices and resources, as well as collaborative problem solving. Moreover, a positive relationship is characterized by high enthusiasm, high professionalism, clear expectations and shared information" (Hudson, 2016, p. 39).

In this 2-part module, we will further examine the pre-service teacher and mentor teacher relationship, how each conceptualizes their relationship, and the tensions and conflicts that may emerge in the practicum process.

Co-teaching: A Collaborative Practice for Success (Parts A & B)

The mentor-mentee relationship relies greatly on the distribution of power between both parties. For the mentee to feel confident, shared power between the two is advantageous. Hudson (2016)

"Forming the Mentor-Mentee Relationship", Bradbury and Koballa (2008) identified sources of tension in mentoring relationships when power exists with the mentor, where the mentee "may be unwilling to question the practices of the school mentor teacher for fear of fracturing the relationship or affecting the mentors' evaluation of their progress" (p. 31).

In this 2-part module, we will examine the mentor-mentee practice of co-teaching and what is necessary for both parties to facilitate the process while maintaining effective learning opportunities for the students involved.

Advancing the Practice of Mentoring - The Series

You will receive access to all of the modules in the series. You can complete one, a few, or all six. To continue on to the companion graduate course, you must complete all modules.

Click "Buy the Series" and enter the discount code.

Buy the series! - 299.00

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