Professional Development - Vol. IV, Part I

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4. Showing: this is making something understandable, or using your own example to demonstrate a skill or activity. You show what you are talking about, you show by your own behavior. 5. Harvesting: here the mentor focuses on "picking the ripe fruit": it is usually used to create awareness of what was learned by experience and to draw conclusions. The key questions here are: "What have you learned?", "How useful is it?". Different techniques may be used by mentors according to the situation and the mindset of the mentee, and the techniques used in modern organizations can be found in ancient education systems, from the Socratic technique of harvesting to the accompaniment method of learning used in the apprenticeship of itinerant cathedral builders during the Middle Ages. Leadership authors Jim Kouzes and Barry Z. Posner advise mentors to look for "teachable moments" in order to "expand or realize the potentialities of the people in the organizations they lead" and underline that personal credibility is as essential to quality mentoring as skill. Multiple Mentors A new and upcoming trend is having multiple mentors. This can be helpful because we can all learn from each other. Having more than one mentor will widen the knowledge of the person being mentored. There are different mentors who may have different strengths. Profession or Trade Mentor: This is someone who is currently in the trade/profession you are entering. They know the trends, important changes and new practices that you should know to stay at the top of your career. A mentor like this would be someone you can discuss ideas regarding the field, and also be introduced to key and important people that you should know. Industry Mentor: This is someone who doesn't just focus on the profession. This mentor will be able to give insight on the industry as a whole. Whether it be research, development or key changes in the industry, you need to know. Organization Mentor: Politics in the organizations are constantly changing. It is important to be knowledgeable about the values, strategies and products that are within your company, but also when these things are changing. An organization mentor can clarify missions and strategies, and give clarity when needed. Work Process Mentor: This mentor can speed quickly over the bumps, and cut through the unnecessary work. This mentor can explain the 'ins and outs' of projects, day to day tasks, and eliminate unnecessary things that may be currently going on in your work day. This mentor can help to get things done quickly and efficiently. Technology Mentor: This is an up-and-coming, incredibly important position. Technology has been rapidly improving, and becoming more a part of day to day transactions within companies. In order to perform your best, you must know how to get things done on the newest technology. A technology mentor will help with technical breakdowns, advise on systems that may work better than what you're currently using, Page 31 of 59
and coach you through new technology and how to best use it and implement it into your daily life. These mentors are only examples. There can be many more different types of mentors. Look around your workplace, your life, and see who is an expert that you can learn something from. Typology There are two broad types of mentoring relationships: formal and informal. In addition to these broad types, there are also peer, situational and supervisory mentoring relationships. These tend to fall under the categories of formal and informal mentoring relationships. Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to a structured process supported by the organization and addressed to target populations. Youth mentoring programs assist at-risk children or youth who lack role models and sponsors. In business, formal mentoring is part of talent management addressed to populations such as key employees, newly hired graduates, high potentials and future leaders. The matching of mentor and mentee is often done by a mentoring coordinator or by means of an (online) database registry. There are formal mentoring programs that are values-oriented, while social mentoring and other types focus specifically on career development. Some mentorship programs provide both social and vocational support. In well-designed formal mentoring programs, there are program goals, schedules, training (for both mentors and protégés), and evaluation. In 2004 Metizo created the first mentoring certification for companies and business schools in order to guarantee the integrity and effectiveness of formal mentoring. Certification is attributed jointly by the organization and an external expert. Page 32 of 59
Page 1 and 2: The Advocacy Foundation Professiona
Page 3 and 4: The Advocacy Foundation, Inc. Helpi
Page 5 and 6: Biblical Authority ______ 1 Timothy
Page 7 and 8: Table of Contents Evidence-Based Pr
Page 9 and 10: Introduction Professional Developme
Page 11 and 12: Example of a U.S. Apprenticeship Pr
Page 13 and 14: Work experience internship: Most of
Page 15 and 16: Page 14 of 59
Page 19 and 20: Communities of Practice - to improv
Page 23 and 24: further can be used to build many p
Page 27 and 28: which can be sent to a new employee
Page 31: Mentoring in Europe has existed sin
Page 35 and 36: Diversity Mentoring: One of the top
Page 37 and 38: Informal mentoring takes places in
Page 39 and 40: amount of administrative time requi
Page 41 and 42: algorithm to match over 27,000 ment
Page 43 and 44: The Nature of Individualized Traini
Page 47 and 48: Also in the UK the Safety Practitio
Page 49 and 50: professional, because it is focused
Page 51 and 52: European Federation of National Eng
Page 53 and 54: References ______ 1. http://en.wiki
Page 55 and 56: Notes _____________________________
Page 59 and 60: Review of the Research: Nine Compon
Page 61 and 62: Table of Contents EXECUTIVE SUMMARY
Page 63 and 64: EXECUTIVE SUMMARY The Professional
Page 65 and 66: • Consider conducting randomized
Page 67 and 68: especially staff development leader
Page 69 and 70: Content Focus Math (algebra) Math/S
Page 71 and 72: 1997; USDE, 2000; Wehry, 2001; Youn
Page 73 and 74: Professional Development Program Sc
Page 75 and 76: REFERENCES Acquarelli, K., & Mumme,
Page 77 and 78: APPENDIX A 12
Page 79 and 80: students in grades 4, 6, 8, and 11.
Page 81 and 82: oth national norms and the control
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47% to 71%. In all cases, the state
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A matched control group, pre-test/p
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Criterion-referenced assessments of
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In addition to improved scores on s
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classroom instructional practices s
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matched in their depth. Most teache
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The tests were administered in fall
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Lead teachers taught two or more se
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use those specific strategies in th
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significant. At the eighth grade, s
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The exam was scored by Renaissance
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data, provided feedback on the data
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Description of Texas Instruments’
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2. Eight principles of effective pr
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Effective Professional Development
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ased instructional strategies to as
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school-wide effort. Examples of col
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Attachment B The ABA Model Rule for
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THE CLEC BETWEEN MEETINGS. THE EXEC
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A number of states provide for the
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1. Develop and implement methods to
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1. Information describing the indiv
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Professional Development - Vol. IV, Part I

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