This lesson will support mentors in their understanding of student assessment. The participants will become familiar with both formative and summative assessment tools to support and guide new teachers in their ability to impact student learning.
Do you remember what it’s like to be a new teacher? The thrills? The angst? This lesson helps mentors understand how a new teacher might be feeling.
This lesson introduces a framework for mentoring called the GROWS model. The framework is based reflective thinking and problem-solving. It puts an emphasis on the mentor’s role for facilitating and asking the right questions, rather than giving answers.
What does culture have to do with it? Have to do with it? (Do you hear Tina Turner’s tune?) Well, teachers have figured out that it’s really important to understand how cultural and linguistic backgrounds influence instruction. The first step is to know yourself. So this lesson does not include a case. Instead, you should […]
Sometimes mentors come on too strong, sometimes not strong enough. So much depends on the dynamic between the mentor and the new teacher. So what’s a mentor to do? Building trusting relationships is essential groundwork for mentoring. This module addresses how to go about doing just that by providing mentors with practical strategies and activities […]
Mentor modules now offers three free workshops designed to assist the development of teachers and school leaders. The workshops were developed with a grant from the Department of Education, and are available to use in part or as a whole for any purpose, with attribution.
Without effective school leaders, many schools simply have “pockets of greatness”. An effective school leader must take steps to ensure the entire system is functioning effectively. This lesson focuses on some of the practices that can help a school leader make systematic change in their school.
Welcome to Building Trust module. This module is comprised of the following 3 lessons: (Click on the lesson title to begin)
We didn’t make this organizational style up! Adapted from John Bransford (University of Washington, Seattle) and his colleagues, the lessons are organized as “inquiry cycles.” In How People Learn, Bransford suggested that using real cases, embedding questions that help learners map old knowledge on to new knowledge, providing resources, and promoting reflection can create the conditions for learning. Likewise, the Mentor Modules provide “Real World Cases” capture attention and offer a tangible example of the topic. The the questions after each case help learners consider what they already know before adopting new understandings. The “Building Knowledge” section provides learners with new information through articles, expert interviews, demonstrations, and activities. And the “Review and Reflect” questions help learners think through new ways of being a great mentor.
Georgia has several sets of standards that can (a) set expectations for becoming a good mentor; (b) help set a framework for a mentoring program; and (c) provide guidelines for how teachers can get “endorsements” that allow them to get paid extra for their mentoring. The pdf below outlines how these modules fulfill some of […]