About this Module
Description
The purpose of this module is to establish a framework for successful mentoring practices in order to enhance the teaching and learning process. The module addresses the importance of the Four Pillars as a framework for building successful mentor/mentee relationships. The framework pillars are identified as pedagogical competencies,relationship building, reflection, and administrative support. Each pillar is defined with research provided to support the importance of each as a foundational element of successful mentor/mentee relationships. Additionally the module provides reflection activities and additional resources for consideration and site-level implementation.
The learning module is intended for use by all educators.
The purpose of this module is to establish a framework for successful mentoring practices in order to enhance the teaching and learning process. The module addresses the importance of the Four Pillars as a framework for building successful mentor/mentee relationships. The framework pillars are identified as pedagogical competencies,relationship building, reflection, and administrative support. Each pillar is defined with research provided to support the importance of each as a foundational element of successful mentor/mentee relationships. Additionally the module provides reflection activities and additional resources for consideration and site-level implementation.
The learning module is intended for use by all educators.
Mentoring Relationships Online Professional Learning Module.pdf | |
File Size: | 64 kb |
File Type: |
Subject Terms
- Professional development
- Mentor relationships
- Practice improvement
- Professionalism
- Beginning teachers
- Mentors/mentees
- Mentoring and coaching
Terms of Use
The learning cycle featured in this project is based on the STAR Legacy Cycle developed by the IRIS Center (2013;http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).
The learning cycle featured in this project is based on the STAR Legacy Cycle developed by the IRIS Center (2013;http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).
Meet the Team
Tori Hill - Tori Hill is a Special Education teacher in South Carolina. She earned her BS in Special Education from East Carolina University, her M.Ed. in Special Education from Winthrop University, and is an EDCI doctoral candidate at Gardner-Webb University. Mrs. Hill is a NBCT with 15 years of classroom experience.
Contact: [email protected] |
Dr. Lori Nanney- Lori Nanney is the Education Department Chair and an instructor at a local community college where she has taught for 10 years. Prior to this she was an elementary teacher. She earned her BS in Elementary Education, M.Ed., and Ed.D from Gardner Webb University. Ms. Nanney is a NBCT with 25 years of teaching experience.
Contact: [email protected] |
Kimberly Perry - Kimberly Perry is a Reading Specialist in an elementary school in North Carolina. She earned her BS degree in Elementary Education from Gardner-Webb University, her MA in Reading from ASU, and is an EDCI doctoral candidate at Gardner-Webb University. Mrs. Perry is a NBCT with 24 years of classroom experience.
Contact: [email protected] |
Amanda Edwards Whatley - Ms. Whatley is a NBCT secondary English teacher in North Carolina. She earned her BA in English from UNC-Greensboro, an M.Ed. in Reading from NC A&T, and is an EDCI doctoral candidate at Gardner-Webb University. She is a member of Kappa Delta Pi Honor Society with 8 years of classroom experience.
Contact: [email protected] |