IDEAS
Double the learning potential
By Timothy Boerst, Meghan Shaughnessy and Meri Tenney-Muirhead
Categories: Coaching, Continuous improvement, Facilitation, Learning designs, Learning systems/planning, Mentoring & induction, Personalization, TechnologyAugust 2020
Vol. 41, No. 4
School-based mentors are essential partners with teacher preparation programs in preparing novice teachers to have the knowledge, skills, and professional commitments they need to be strong teachers from day one. Research and experience have taught us that supporting the learning of a novice can also be pivotal to a mentor’s professional learning (Feiman-Nemser, 2001; Lawson & Wood-Griffiths, 2019). In many ways, the demands of mentoring, such as critical conversations with colleagues and reflecting, mirror the kinds of engagement that are at the heart of practice-based approaches to professional learning (e.g. Silver, 2009). Mentoring involves consideration of someone else’s teaching at the same time that it demands opening up one’s own teaching. This requires deprivatizing and unpacking teaching practices that are personal and familiar, but often
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Categories: Coaching, Continuous improvement, Facilitation, Learning designs, Learning systems/planning, Mentoring & induction, Personalization, Technology
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