More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers

The purpose of this chapter is to explicate the concept of “mentoring.” First, the confusion on the “mentoring” concept is fixed in this chapter and then the purposes of mentoring practices are examined. The theoretical background of mentoring, roles and responsibilities of mentors, and main mentoring models are reviewed. Then, benefits of mentoring practices are discussed thoroughly. After clearing up the concept of “mentoring,” the qualities that a mentor should have are mentioned in this chapter. Additionally, the selection of mentors, mentor-novice matching, and mentor training issues are highlighted. Finally, the interaction between mentors and novice teachers, the effect of mentors' and novice teachers' workload to mentoring practices, and incentives for mentor teachers are discussed.

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University Supervisors' and Mentor Teachers' Evaluations of Teaching Episodes

Handbook of Research on Field-Based Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6249-8.ch022 ◽

2018 ◽

pp. 518-541

Author(s):

Melissa M. Goldsmith ◽

Janice A. Dole ◽

Mary D. Burbank

Keyword(s):

Language Learners ◽

Teacher Candidates ◽

Cooperating Teachers ◽

Mentor Teachers ◽

University Supervisors ◽

Roles And Responsibilities ◽

Observation Instrument ◽

Educational Professionals ◽

The Way

Teacher candidates receive mentorship and evaluations from university supervisors and cooperating teachers, qualified educational professionals and stakeholders performing two different roles. The study examined to what extent university supervisors and cooperating teachers agreed and disagreed on effective teaching. University supervisors and cooperating teachers were asked to watch three videos of teaching episodes and rate them using a 20-question observation instrument. Follow-up focus groups were held to discuss reasons for the ratings. Results indicated that these groups generally agreed on many aspects of quality teaching, but substantive differences existed as well. Raters varied by role when rating facets of language development for language learners, instructional strategies and assessment. Differences in ratings between these groups were explained by the way they view their roles and responsibilities in the classroom as well as the way they interpreted the components of the observation instrument.

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Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

Perspectives on Administration and Supervision ◽

10.1044/aas19.1.4 ◽

2009 ◽

Vol 19 (1) ◽

pp. 4-9

Author(s):

Jill Parmenter ◽

Sheryl Amaral ◽

Julia Jackson

Keyword(s):

Review Process ◽

Successful Implementation ◽

Speech Language Pathologists ◽

Self Advocacy ◽

Professional Performance ◽

Performance Review ◽

Roles And Responsibilities ◽

Speech Language Pathologist ◽

School Based ◽

Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

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