https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8 What will I include in my mentor log and why? en-us 2019-02-28 19:36:44 UTC 2025-10-31 14:52:07 UTC hello@padlet.com elarabyamany https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350401149 2019-04-10 15:19:59 UTC https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350401149 https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350573612 Of the three models (the link to the second one didn't work), the CESA model works quite well for a number of reasons, and I will definitely use the "possible topics" across the top and the focus on standards at the bottom, but I especially like the way the mentoring conversation moves from positives (What went well?) through clear action steps that will lead to improved performance through interactive dialogue. The last model was extremely harsh and dictatorial (typical of many administrators, unfortunately). I also noticed that a lot of people are included in the loop at the bottom of the CESA model, which I feel invades the confidentiality of conversations which might just find their way into evaluations and other formal documents used to evaluate teachers, not support them effectively in their growth. I always restrict my conversations with mentoring teachers to one standard at a time: they know in advance that is what I will be looking for and what they should be looking for as they watch me teach. The focus helps dissipate some of their nervousness because they have clear focus and learn one step at a time. For concrete-sequential mentees in particular, this approach transforms their anxiety about covering all bases at once and moves development forward in measureable, incremental steps.]]> 2019-04-10 22:26:59 UTC https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350573612 srsche18 https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350621365 Mentoring is about providing support, guidance and building a positive relationship to help new teachers develop their skills and knowledge to eventually take control of their own development and work. Having a mentoring log is one way to do this. Some areas I feel are important to have on a mentoring log are topics of discussion, what's going well in the classroom, what concerns or challenges are you having, next steps for both the mentor and the mentee and an agenda for upcoming mentoring meetings. By having all these areas the discussion will have a purpose through the topic chosen. It will give the new teacher an opportunity to discuss successes, as well as, struggles and reflect on them. Finally, it will help both the mentor and the new teacher establish a plan moving forward and what actions need to be taken. The mentoring log will ultimately help both the mentor and the mentee recognize the progress made towards their goals and what areas still need some work.]]> 2019-04-11 02:40:58 UTC https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350621365 brian_duffy2 https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350937610 I really liked the first form. It has an intentional aspect to it that I value. I used something similar when I worked with teachers as a part of Q-Comp. It really helped provide guidance for our conversation. The most important aspect was having a way to help teachers form new learnings and commit to application trying something different in the classroom.  It prevented conversations where much was said, but little was actually done.  The purpose of coaching is for teachers to make reflective changes to their practice for the purpose of student learning, so having a way to guide conversations so that action steps were taken was important, whether those were instructional action steps in the classroom, or personal action steps that helped them be better in the classroom. A challenge I found to having the log was that it could distract from the conversation.  It's difficult to be an active listener and take notes on the conversation.  I think this log would be something we complete together intentionally in a shared way, but not in a way that distracts from the deep thinking work that comes through conversation. This log would be like a pre-discussion and post-discussion log. It would help keep us both accountable to each other in our discussions, in the sense that our discussions would have a longer, connected arch, and not just be separate snapshots. I also think that by using the logs together it removes the fear that I am going to share the log with others. They need to know that what we write down is for learning and growth, not for evaluation.]]> 2019-04-11 19:03:26 UTC https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/350937610 emwelh06 https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/351373835 Of the mentoring logs provided here and the ones I have viewed in online searches, the mentoring log from Wisconsin's Cooperative Educational Service Agencies (CESAs) is the one I am drawn to the most. It contains the components I would include if I were creating a mentoring log. The first piece that caught my attention on this mentoring log was the title "Mentoring Conversation Log." Whenever a mentor and mentee interact, a conversation should occur. Mentor and mentee relationships are not one sided. I could see myself sitting down with a mentee, viewing this mentoring log as a Google doc on the SMART board, and filling it out together with him or her. The next component I was drawn to is the "Possible Topics of Discussion," where an intention for the conversation is set. This does not mean that the mentor and mentee are tied to only that intention. Rather, selecting a topic creates an area of focus for the conversation. I appreciate that the conversation kicks off with "What's Working." I think it's beneficial to start with what's working, so you can build from there. Then, move into challenges and concerns before establishing action steps for both the teacher and mentor. In my online searches, several mentoring logs included documentation of the hours spent between the mentor and mentee with little room for the conversation components. I appreciate that the mentoring log from the CESAs focuses more on the content of the conversation than the time spent in conversation. It's the content and quality of these conversations that's going to accomplish the purpose of the mentoring relationship, not the quantity of hours spent together. ]]> 2019-04-13 13:29:14 UTC https://padlet.com/jessicaaprilwilliams/uz40nqkpaft8/wish/351373835