This glideshow is a curation of ideas and resources that I hope will connect with your role supporting educators and ultimately students. It is based on my experiences working with and learning from your colleagues across Canada.
Contents
Authentic Learning
Mentorship enables all learners to build a strong web of support that is personal to their unique learning needs and goals. Opportunities for professional learning and growth are collaboratively constructed and reflect the 4R’s of authentic learning.
Authentic mentoring webs support collaborative professionalism, de-privatization of practice, knowledge construction and ongoing growth for all learners.
Relational
- Relational trust creates an inclusive learning space with all partners in the learning process listening to each other (students, educators, parents and school community)
- All learners collaboratively construct communities of practice that build upon their strengths, attributes and lived experiences
Responsive
- Learners are listened to and their individual and collective voices directly inform learning designs
- The how and what of the learning designs employed are based on authentic learning goals identified by the participants
- Learning makes sense to the learners and involves authentic collaboration, choice, voice and agency
Recursive
- Rich learning tasks reflect embedded beliefs that learning itself is a messy, iterative, recursive process
- Protocols for application of learning, follow-up, and evaluation of impact over time are embedded into the learning process
Real World
- Learners construct learning together that is relevant and has authentic real-world connections and applications
- Learning designs that leverage peer-to-peer networks and foster the intentional sharing of knowledge and practice are utilized
- A direct connection to student learning and well-being is clearly evident (i.e. students are at the centre of the learning)
Intellectual Humility
"Intellectual humility is the recognition that what you believe to be true may be wrong”
(Mark Leary - What Does Intellectual Humility Look Like?)
Over the years I have become more than a bit leery of certainty. In fact the more I learn about the complexity of teaching and learning the less certain I've become.
When someone says "this is the way" I always hope they will add "that works for me...in my context...in my school...with my students." As mentors listening with uncertainty and being intellectually humble are powerful gifts we can give those we support (and learn from).
Listening With Uncertainty
- Listening with an open mind and an open heart
- Acknowledging that our beliefs (however valid and solid they may feel to us) could be fallible
- Demonstrating sincere interest in what another person says in order to be better informed about our own ideas and beliefs
- Recognizing and valuing divergent opinions
- Seeing listening as an opportunity for personal and professional growth
Developing our Intellectual Humility
Knowing how we respond internally and externally is the 50% of the equation we can influence in any human interaction.
Recognizing our own Biases
If we are aware that our perspective and set of principles aren't necessarily inherently right or universally held by all people, then we can become more willing to entertain other perspectives.
Listening to Learn
It can be easy to get upset and double down on personal opinions when someone offends our sensibilities. These moments represent opportunities to focus on listening instead of trying to "win over" the person.
Additional Resources
Navigating Complexity – Practical Resources
Relationships are messy, complex and need continued care. Here are some key resources that may be helpful as you navigate complexity in your role as a school or system leader.
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The dynamics of mentoring relationships are complex. When there is a misalignment of expectations significant challenges can arise.
Engaging in collaborative goal setting conversations at the outset of any mentoring relationship helps to set the stage for success.
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Learning focused conversations represent authentic opportunities to foster reflection, learning and growth.
This glideshow is intended as a starting point for thinking as you engage in planning, reflecting and problem solving conversations with the educators you support.
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Scaling Questions as a Tool for Debriefing
Opportunities for individuals to reflect on practice and debrief with mentors can be powerful learning for both parties.
One approach to debriefing conversations is scaling questions adapted from the solution-focused conversation work of Nancy McConkey.
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Examining our core beliefs....is "being a resistor" a trait or a state? Do we want to simply minimize resistance or consider how we might harness the energy resistance creates?
This glideshow explores why we might offer resistance and practical ideas for moving forward.
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Appreciative Inquiry for Reflection & Growth
At the core of Appreciative Inquiry is the belief that all participants come to mentoring relationships possessing many strengths and attributes.
By building on these assets, the answers to the issues and challenges they face can be collaboratively constructed.
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As mentioned, relationships are complex, messy and need continued care.
These "case stories" are intended as provocations for mentors to share practical ideas for supporting colleagues (and each other).
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These are also known by many other names including Critical, Crucial, Challenging, Difficult, Hard, Problem Resolving or Tough conversations.
This glideshow offers a tool to reflect upon our own approaches to conflict and a practical conversation map for engaging in what I term complex conversations.
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What we can influence is our 50% of the equation.
This glideshow contains key ideas about how as mentors we can be mindful in our approach to the complex dynamics of human interaction that shape all of our relationships.
Building Collaborative Professionalism
In order to support student well-being and learning, we must intentionally foster educator well-being and learning. The concept of collaborative professionalism coheres strongly with the power of mentoring to build connection, community and webs of shared learning within and across roles.
Collaborative Professionalism as a Lens for Growth
- Thinking about your work together with your team, where are you collectively on your journey towards collaborative professionalism?
- What challenges are you encountering personally and professionally?
- What ideas, insights or approaches might enhance collaborative professionalism within your team moving forward?
Vision for Collaborative Professionalism
- Values all voices and is consistent with our shared responsibility to transform culture and provide equitable access to learning for all
- Takes place in and fosters a trusting environment that promotes professional learning
- Involves sharing ideas to achieve a common vision of learning, development and success for all
- Supports and recognizes formal and informal leadership and learning
- Includes opportunities for collaboration at provincial, district and school levels
- Leverages exemplary practices through the communication and sharing of ideas to achieve a common vision
Supporting Resources
Policy/Program Memorandum 159 - Collaborative Professionalism in Ontario
Principal Encouragement
In our longitudinal research of the New Teacher Induction Program in Ontario ongoing feedback and encouragement from the principal was the strongest predictor of growth for new teachers. This speaks to the power of listening, the power of encouragement, and the ability of the principal to be a meaningful piece of a mentoring web for a new teacher.
Below are practical examples of how principals can embed the foundational elements of mentorship as they build learning focused relationships in support of educators and ultimately students. While I wrote these in context of mentoring new teachers, I strongly believe they apply to educators at every age, stage and phase of their career.
Creating Mentoring Webs
- Introducing new teachers to multiple mentors in their school
- Helping connect teachers to mentors beyond their school with experience related to their specific teaching context (e.g., French as a Second Language [FSL], Indigenous Language Education, Special Education)
Building Trust
- Modelling inclusion, openness and collaborative practice
- Engaging in goal setting conversations
- Listening
Facilitating Learning Focused Conversations
- Demonstrating flexibility of stance and role (consultant, collaborator, coach) based on the needs of each person
- Deepening understanding of challenges specific to particular teaching contexts
Providing Meaningful Feedback
- Being available for ongoing questions, conversations and feedback
- Utilizing protocols like scaling questions and appreciative inquiry to help educators reflect on practice, build confidence and develop efficacy
Utilizing Powerful Mentoring Designs
- Facilitating opportunities for new teachers and mentors to engage in classroom observation and debriefing in their own school or other schools
- Allocating time and resources to support collaboration with multiple mentors
Considering Guiding Questions for Mentors
- The guiding questions in this glideshow are intended as prompts for possible next steps as you think about how the foundational elements of mentoring connect with your leadership role
Measuring Impact – Ideas for System Leaders
Quite a number of years ago I was fortunate to spend a full day learning with Thomas Guskey around moving beyond the workshop and focusing on the ultimate purpose of professional learning – impacting students. His framework below has been a touchstone:
Measuring Impact – Smart List | End of Year Data Collection | So What | Now What Examples
Mentoring for Mentors Resources
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Mentoring Essentials eBooks & Glideshows
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All Mentoring for Mentors Resources
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Wishing you a mentoring journey filled with quiet moments of beauty and thanking you for the difference you are making to the lives and learning of your colleagues and ultimately our students.
In appreciation,