Skip to main content

MENTORING PROFILE INVENTORY

Development of the Profession,
Not Just Professional Development
Welcome!
The Mentoring Profile Inventory provides you with feedback about how you conceive of and carry out your work with Student Teachers as their School Advisor  ... with a particular focus on what is both motivating and challenging for you.
Click below to complete the Survey, then once you have completed its questions, click on the "submit" button to receive an immediate profile.
Additionally, you can request an Interpretation Guide and an Explanation Sheet detailing what your profile bars mean and how to use this information in your work.
Welcome!
School Advisors are motivated and challenged in a variety of ways in their work as school-based teacher educators and with Student Teachers. This Survey can provide informative feedback and guidance about your mentoring and supervisory relationships with them.
To Begin...
In total, how many years have you been teaching?
Total number of Student Teachers you have supervised
What is your first name? *
What is your last name? *
What is your role in the teacher education system?
Other (please specify)
Country
And your e-mail (to forward you a copy of your results)? *
Project Code
Instructions
On the following pages, you will see four blocks of paired challenges and motivators. For these questions, please click the appropriate button to indicate how much each one — or its absence — is either a challenge or a motivator for you in your work with Student Teachers. Please use this scale
Works Cited
Mentoring Profile Inventory Survey.(2013). Website available at http://www.mentoringprofile.com/content/take-survey


Comments

Post a Comment

Popular posts from this blog

BUL 2241 Business Law Study guide exam One through Four

1) Law is B a)       A body of religious principles held by all members of society.    b)       A body of principles that society establishes to keep things running smoothly. c)       Always the result of case law decisions. d)       Derived solely form the U.S. Constitution. 2) Law consists of A a)       Principles that govern conduct.   b)       Mere guidelines.    c)       Arbitrary rules. d)       None of the above. 3) Our rights flow from D a)       The U.S. Constitution. b)       Federal statutes.   c)       City ordinances. d)       All of the above. 4) Individual rights guaranteed in the U.S. Constitution: D a)  ...
1 comment
Read more

SEVEN 7 components-Teacher and Leader Effectiveness (TLE)

The Department believes that strengthening educator practice can be achieved by improving talent management systems. The Teacher and Leader Effectiveness (TLE) Continuum is made up of seven components that should be used in comprehensive and systematic ways to improve the quality, quantity, and diversity of the teacher and principal workforce, and most importantly – improve student outcomes. Within the context of a comprehensive TLE system, data about educator practice and student learning obtained from evaluation systems can help inform decisions to prepare, recruit, develop, retain, and ensure equitable access to effective educators. Preparation  – Collaboration or formal partnership between LEAs and Institutions of Higher Education (IHEs) or other eligible partners. Recruitment and Placement  – Activities to attract the most effective educators to LEAs and the schools that need them. Induction and Mentoring  – Individualized support for new and early career ed...
3 comments
Read more

I want to do the right thing, White teachers...Black schools

Culturally Relevant Pedagogy Ladson-Billings wrote that culturally relevant teachers exhibit confidence in African American students' ability to learn by maintaining high academic expectations and affirming "their cultural identity . . ." (Ladson-Billings, 1995). Culturally relevant teachers harness the power inherent to their occupation to confront institutional and systemic practices which disempower students of color. For these instructors, education becomes a liberatory exercise where classroom assignments become opportunities to teach for social justice. Additionally, culturally relevant instructors place tremendous emphasis on supporting African American students' of academic achievement (Ladson-Billings, 2006). Far from sympathetic, this support represents a sincere desire to take the necessary measures so the educational experience is germane to these students' lived experiences. Lastly, Ladson-Billings asserts that culturally relevant instructor...
1 comment
Read more