7020 Week 1 Hargreaves, A., & Fullan, M. (2000). Mentoring in the New Millennium. Theory Into Practice, 39(1), 50-56. Retrieved from http://www.jstor.org/stable/1477441
issues
Mentoring practice may fall short of its ideal if we fail to regard mentoring as integral to
our approach to teaching and professionali
Mentoring of new teachers will never reach its potential
unless it is guided by a deeper conceptualization
that treats it as central to the task of transforming
the teaching profession itself
The 4 ages of professionalism
pre-professional age
mentoring by few encouragements
refinements on the job within their control, own classroom
autonomous professional 1960s
1960s
individualistic, classes isolated
course-goers not successful in implementing new ideas because colleagues were not as enthusiastic like them
misconception that only the new & weak needed mentoring
collegial professional
mid 1980s
the increased complexities of schooling
growing pressure to create collaborative
cultures
the knowledge
explosion,
the widening of curriculum demands,
the increasing range of special education students
in ordinary classes,
and the accelerating pace of
change
teachers develop common
purpose, cope with uncertainty, respond to rapid
change, create a climate of risk taking, and develop
stronger senses of teacher e
4th prof'l age
21st century
where boundaries between institutions
are dissolving, roles are becoming less segregated,
and borders are becoming increasi
challenges in the new millenium
support as well as standards
communities as well as classroom
mentors not tormentors
The old model of mentoring, where experts who are certain about their craft can pass on its principles to eager novices,
no longer applies
There are only a few teachers who are conversant and comfortable with many teaching strategies, and they can easily be overburdened
teachers need emotional support because they face students from different emotional backgrounds too
Even experienced teachers need emotional support due to the many demands in classrooms
Connecting with what's
"out there" means teachers' work and relationships
are extending beyond the classroom to help their
students with
Teachers are always the experts, and working effectively with
other adults means they will sometimes be the ones
who are learning, not teaching.
dealing with the demographics
Young teachers develop a large dynamic group which opens more innovative ideas and opportunities
The challenge is putting together the young culture and the experienced culture
that mentoring must become less hierarchical,
less individualistic, more wide-ranging, and
more inclusive in its orientation than it has been
viewed in the past
New approaches to mentoring
existing
We believe many of these mentoring programs will fall short of their potential, however,
because of a failure to realize that they must be integrated with other developments in policy and
practice that are required to transform the teaching profession
1999 Participating in teacher induction
a growing body of resources
on how to select, train, and support mentors;
how to set goals and assess outcomes; and
how to define and spread best practices in mentorin
author's recommendation: identified three strategic approaches for developing mentoring programs that can
make a lasting differ
we can conceptualize
and design mentoring programs
device: to help build strong professional cultures of
teaching in our schools, dedicated to improving
teaching, learning, and car
instrument of school reculturing
mentoring must be explicitly connected
to other reform components in transforming
the teaching profession
addresses the need of both new and old teachers
linked to the redesign of initial tchr educ and ongoing improvement in educ
All those involved directly and indirectly
in teacher mentoring must realize they are
looking at a vital window of opportunity to recreate
the profession
conclusion
The goal is not to create high quality mentor programs as
ends in themselves but rather to incorporate mentoring
as part of transforming teaching into a true learning professi
The age of professionalism is described from being individualistic to collaborative; from being confined to being shared; from needing no mentoring to being interactive among colleagues
Lucy: two major groups of teachers in my workplace
experienced
but growing
but retiring
new/millenial
eager and competitive
open to new ideas
network according to specialization
Lucy: other challenges
the use of technology is new to 'mentors'
Although mentors are more experienced, these experience may no longer apply to classrooms
new
Lucy: Without mentoring, teachers have freedom to articulate and innovate, opening new and fresh ideas through action research