Responsive Mentoring: Supporting the Teachers All Students Deserve advocates for a collaborative approach to mentoring that is teacher-centered, scaffolded, and contextualized to teachers work. This approach is designed to help teachers across their careers set and meet ambitious instructional goals, while also developing as reflective practitioners who learn in and from their teaching, in order to ensure all students receive a rigorous and engaging educational experience.Mentoring is a highly complex and critical endeavor. To guide mentors work, a clear vision for mentoring is coupled with a highly-responsive set of mentoring practices. Recommendations and real world examples help mentors make informed decisions about which practices to use, under what circumstances, and in what combinations, in order to responsively and effectively facilitate teacher learning and development. Concrete and practical advice along with questions for reflection and action help mentors across contexts and levels of experience. A final section outlining intentional and versatile strategies for mentoring-the-mentor ensures that all mentors also have supports to grow as professionals.

Wendy Gardiner is currently an Associate Professor and the Jolita Hylland Benson Endowed Chair in Elementary Education at Pacific Lutheran University where she teaches literacy courses. For nearly 20 years she has mentored pre-service, new, and veteran teachers in urban schools and has worked with mentors conducting research to inform and advance this important work.Nina F. Weisling is currently an Assistant Professor of Education at Carthage College in Kenosha, Wisconsin, where she primarily teaches courses related to special education and conducts research related to mentoring and inclusive practices. Prior to this she was a special educator, general educator, and mentor for pre-service, new, and veteran teachers.

ForewordPrefaceIntroductionPart I: Foundations of Effective MentoringChapter 1:Educative Mentoring: A Fundamental Shift in MentoringChapter 2:Trust: The Cornerstone for Educative MentoringChapter 3: Goal Setting and Collecting Useful Data Within the Mentoring CyclePart II:Mentoring PracticesChapter4: Debriefing Sessions: The Heart of MentoringChapter 5: Brief Interactions: Making the Most of a Few MinutesChapter 6: Co-Planning and Resource Supports: Helping Fill in the GapsChapter 7: Video Analysis: Visual Support for Teacher GrowthChapter 8: Collegial Visits: Learning from PeersChapter 9: Demonstrations& Rehearsal: Ensuring Teachers Feel Ready to TeachChapter 10: Stepping into the Action to Provide Real-Time SupportChapter 11: Demonstration Teaching: Contextualized Mentor ModelingChapter 12: Co-teaching: Sharing the Risk and Responsibility for Ambitious TeachingPart III:Mentoring The MentorChapter 13: Mentoring the MentorsChapter 14:Video Analysis: A Visual Support for Mentor GrowthChapter 15: It Takes Two (or More): Co-Mentoring For Improved PracticeChapter 16: Mentor Development Sessions: Learning With and From Team LeadersAfterword:Final Thoughts As You Move Forward with Educative MentoringReferencesAppendix AAppendix BAppendix C