Dimensions in Mentoring: A Continuum of Practice from Beginning Teachers to Teacher Leaders -- DEDICATION -- ACKNOWLEDGEMENTS -- CONTENTS -- INTRODUCTION: Considering Mentoring from Different Perspectives -- SECTION 1: MENTORING PRE-SERVICE TEACHERS AND OTHER STUDENTS -- INTRODUCTION -- 1. PRESERVICE TEACHER IDENTITY: Developing Teacher Identity at 45 -- INTRODUCTION -- RELEVANT LITERATURE AND PERSONAL CONTEXT -- METHODOLOGY -- My Personal Narrative…Capstone Dialogues and Musings -- Interlude for Reflection -- My Story Part Two -- IMPLICATIONS FOR PRACTICE -- CONCLUDING THOUGHTS -- EXERCISES -- REFERENCES -- 2. GROWING INTO THE TEACHING PROFESSIONTHROUGH SERVICE LEARNING -- INTRODUCTION -- NEED FOR CITIZENSHIP EDUCATION -- Understanding Service Learning -- DESIGN OF STUDY -- CASE STUDY: FIELD-BASED ASSIGNMENTS WITH SERVICE LEARNING -- Examples of Projects -- EMERGENT THEMES -- Perceptions of Students as Teachers -- Networks of Collaborations -- Creative Problem Solving -- Engaged Citizens -- IMPLICATIONS FOR PRACTICE -- Ethic of Service -- Promoting a Creativity-Enhanced Learning Environment -- CONCLUDING THOUGHTS -- Questions for Discussion -- STEPS TO TAKE -- REFLECTION AND CELEBRATION ACTIVITY -- REFERENCES -- 3. "I AM GETTING A STUDENT TEACHER-NOWWHAT?": Guidelines to Mentor your Student Teacher to Success -- RELUCTANCE TO MENTOR -- COOPERATIVE TEACHING AND MENTORSHIP -- Key Terms -- MONTHLY TASKS AND TOPICS -- August: Inviting and Integrating the Student Teacher into the School Culture -- Sharing and Reflecting -- September: Building Community -- Sharing and Reflecting -- October: Preparing for Interaction -- Sharing and Reflecting -- November: Preparing for Change -- Sharing and Reflecting -- December: Summarizing and Preparing for Transition -- Sharing and Reflecting -- The Student Teaching Experience.

Overview of the Typical 16 Week Field Experience -- January: From Student to Teacher -- Sharing and Reflecting -- February: Walking Solo -- Sharing and Reflection -- March: Polishing the Professional -- Sharing and Reflection -- April: The Culminating Experience -- Sharing and Reflection -- Transition Complete? -- THE NEXT STEP -- Creating Successful Student Teaching Experiences -- Exercise -- REFERENCES -- 4. MENTOR TECH: Mentoring Underrepresented Students to Enhance the Experiences of First Generation College Students -- ABSTRACT -- INTRODUCTION -- Issues of First-Generation Minority College Students -- Assessment to Define Goals & Roles of Mentoring -- FUNCTIONS OF MENTORING -- Designing Effective Undergraduate Mentoring Programs -- Multi-level Mentoring -- Grooming and Networking Mentoring -- Faculty and Peer Mentoring -- MENTOR TECH AT TEXAS TECH UNIVERSITY -- MENTOR TECH KEY TERMS -- Mentors -- Mentor Cluster Leaders (MCLs) -- Protégés -- Protégé Advisory Committee (PAC) Leaders -- Texas Tech University System -- Underrepresented students -- PROGRAM PURPOSE AND GOALS -- PROGRAM EXPECTATIONS -- PROGRAM DESIGN -- Matching Process -- PROGRAM SCHOLARSHIPS -- PROGRAM GROWTH -- MENTOR TECH ACTIVITIES -- CONCLUDING THOUGHTS -- SUGGESTED ACTIVITIES FOR DEVELOPING ORIENTATION SESSIONS FORNEW PROTÉGÉS AND NEW MENTORS -- REFERENCES -- 5. APPLIED COGNITIVE SCIENCE: Mentoring Through Scaffolds -- ART OR SCIENCE? -- RELEVANT LITERATURE -- Teaching as Problem Solving -- Experts and Novices -- Human Cognitive Architecture -- CONTEXT -- Cognitive Load -- Optimal Learning -- Scaffolding -- IMPLICATIONS FOR PRACTICE -- Demonstrating Professional Skills -- Administrative Assistance -- Collaborative Planning -- Metacognitive Practice -- Assessing Cognitive Load -- CONCLUDING THOUGHTS -- Exercises -- Discussion Questions -- REFERENCES.

6. "I DON'T REALLY RELY ON THE TEXTBOOK": Mentoring a Teacher Candidate Towards Teaching Content area Literacy -- PREVAILING DEFINITIONS OF CONTENT AREA LITERACY -- TEACHER CANDIDATES' RESISTANCE TO LEARNINGABOUT CONTENT AREA LITERACY -- MENTORING AS THE KEY TO OVERCOMING THE GAP BETWEEN THEORY ANDPRACTICE IN CONTENT AREA LITERACY FOR TEACHER CANDIDATES -- THE MENTORING TURN IN TEACHER EDUCATION -- STEPS TO TAKE TO MENTORING TEACHER CANDIDATESABOUT CONTENT AREA LITERACY -- AN EXERCISE FOR TEACHER EDUCATORS -- REFERENCES -- SECTION 2: MENTORING FROM THE FIELD -- 7. EMPOWERING NEW TEACHERS THROUGHCORE REFLECTION -- INTRODUCTION -- BACKGROUND ON THE CORE REFLECTION APPROACH -- PAT: FROM RELUCTANCE TO RESILIENCE -- ALLISON: FROM SOCIALIZATION TO SOCIAL JUSTICE -- HALEY: FROM UNCERTAINTY TO EMPOWERMENT -- IMPLICATIONS FOR PRACTICE -- Facilitating Group Sessions -- CONCLUDING THOUGHTS -- REFLECTION AND CELEBRATION ACTIVITY -- REFERENCES -- 8. WHAT HAPPENS TO MENTORING WHENSCHOOL BUDGETS ARE CUT?: Teacher Mentor Narratives -- ABSTRACT -- INTRODUCTION -- RELEVANT LITERATURE -- Defining Teacher Leadership -- Theoretical Context of Teacher Leadership -- Professional Identity and Teacher Leadership -- The Cost of Mentoring -- PARTICIPANTS AND CONTEXT -- METHODS -- Data Collection and Analysis Strategies -- FINDINGS -- Theme One: Mentors as Organizers/Implementers -- Theme Two: Mentors as Contextual Learners -- Budgeting Cuts and Incentives -- IMPLICATIONS FOR PRACTICE -- CONCLUDING THOUGHTS -- DISCUSSION QUESTIONS -- REFERENCES -- 9. MENTORING STUDENTS IN A COLLABORATIVETEAM ENVIRONMENT OF LIVE PERFORMANCE PRODUCTION -- UNIVERSAL STUDIOS: THINKING ON YOUR FEET……….. -- CREATING A LIVE PRODUCTION -- A CASE STUDY -- Background -- Hypothesis -- History -- Description of the Project Process -- Methodology -- Process -- Outcomes -- Impact.

MENTORING AND PRODUCTION TEAMS -- Shared Vision -- Advising the Individual Team Members -- Production Planning Tools -- Identifying Potential Problems in the Process -- EXERCISE -- Decisions -- NOTE -- REFERENCES -- 10. DEVELOPMENT OF A MASTER MENTORTEACHER PROGRAM: From Inception to Implementation -- ADDRESSING LOCAL INDUCTION NEEDS -- PERSPECTIVES ON INDUCTION AND MENTORING -- INDUCTION AND MENTORING -- ATISA: DESIGN, MISSION & OBJECTIVES -- PRESERVICE -- INDUCTION -- INSERVICE -- ATISA SERVICES -- ATISA MODELS FOR NEW TEACHER DEVELOPMENT -- PROFESSIONAL SUPPORT -- PERSONAL SUPPORT -- INQUIRY -- IMPLICATIONS FOR PRACTICE -- CONCLUDING THOUGHTS -- EXERCISE -- SAMPLE MENTORING CERTIFICATE PROPOSAL -- Overview -- Budget and Budget Narrative -- Template for Requests -- Projected Timeline of Activities -- Template for Activities -- Annual Report -- REFERENCES -- 11. ONLINE MENTORING: Lessons Learned -- DEFINITIONS OF MENTORING -- LITERATURE REVIEW -- REFLECTIONS AND EXPERIENCES -- Online Mentoring in a University Setting -- Mentoring: A Program Example -- Mentoring: A Course Example -- Mentoring: A Student Example -- Online Mentoring Recommendations and Activities: MAGIC -- CONCLUDING THOUGHTS -- DISCUSSION QUESTIONS/EXERCISES -- Questions to Consider for Mentoring at the Program Level -- Questions to Consider for Mentoring at the Course Level -- Questions to Consider for Mentoring at the Student Level -- SUMMARY -- REFERENCES -- 12. WHO MENTORS THE SCHOOL PRINCIPAL?: Enriching the Principalship Conversation with Mentoring and Coaching Support -- INTRODUCTION -- THE PRINCIPALSHIP -- The Changing Role of the School Principal -- School Accountability -- MENTORING AND COACHING IN THE PRINCIPALSHIP -- What Does Principal Mentoring Mean in the Field? -- What Does Principal Coaching Mean in the Field?.

A THEORETICAL FRAMEWORK FOR COACHING AND MENTORING LEADERS -- The Working Pace of the Principal: Who Has Time to Mentor? -- IMPLICATIONS FOR PRACTICE -- A Coaching Conversation: Dialogue between a First Year Principal and aLeadership Coach -- CONCLUDING THOUGHTS -- Steps to Take -- Questions for Reflection -- Exercise -- RECOMMENDED READING -- REFERENCES -- SECTION 3: MENTORING IN ACADEMIA AND BEYOND -- OVERVIEW -- 13. RESEARCH WRITING TEAMS AS A FORM OFMENTORING FOR GRADUATE STUDENTS -- INTRODUCTION -- THEORETICAL FRAMEWORK -- A Vygotskian Perspective of Teaming -- METHODOLOGY: A CASE STUDY USING RESEARCH WRITING TEAMS -- Lucy -- Annie -- Summary of Their Background -- Case Study One: Lucy's Tale of Success from Her Perspective -- Case Study Two: Annie's Bumpy Road from Her Perspective -- IMPLICATIONS FOR OUR OWN PRACTICE -- Belief in the Need to Work on a Research Team -- Unrealistic Expectations of Students -- Unrealistic Expectations of Leading a Research Team -- STEPS TO TAKE -- EXERCISE -- CONCLUSION -- REFERENCES -- 14. TEAM TEACHING QUALITATIVE RESEARCH ASACADEMIC MENTORSHIP: Spanning the Curriculum -- REFLECTION STRANDS -- A Dream -- Isolation -- Making Connections -- COLLABORATIVE TEACHING: A MATTER OF RECIPROCAL MENTORING -- Co-Teaching -- Looking Back to Looking Forward -- The True Caveat-University Norms -- TEAM TEACHING QUALITATIVE RESEARCH AS ACADEMIC MENTORING-SPANNING THE CURRICULUM -- A Readers' Theatre -- CONCLUDING THOUGHTS -- Discussion Points -- REFERENCES -- 15. ALIGNING THE PH.D. AND MENTORINGEXPERIENCES OF U.S. UNDERREPRESENTEDMINORITY STUDENTS IN ENGINEERING -- INTRODUCTION -- BACKGROUND -- THEORETICAL PERSPECTIVE -- PROGRAM OVERVIEW -- DATA COLLECTION AND ANALYSIS -- FINDINGS AND RECOMMENDATIONS -- Benefits of Mentoring -- Recommendations and Corresponding Activities Related to Mentoring Benefits.

Valued Characteristics & Mentoring Process.