Making Mentoring Work Online

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Making mentoring work online

By Tom Manning, Kathleen Sheehy and Leslie Ceballos

Categories: Career pathways, Coaching, Facilitation, Learning designs, Mentoring & induction, Online learning, Personalization, Technology

August 2020

Vol. 41, No. 4

Effective mentors set clear expectations for their work with the teachers they support. This is a critical step in the process of building trust between mentor and mentee, and it is never more important than when mentors conduct observations of teachers as they engage in classroom instruction. With much teaching now occurring online, mentoring is also moving online, and setting expectations and building trust should be built into that process. Recall times when you, as a new teacher, were observed while teaching. What did the observer do in your classroom? How effective were those practices? How did they make you feel? Now think about being observed in an unfamiliar learning environment, such as leading an online lesson or designing a virtual learning experience for students

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Authors

Tom Manning, Kathleen Sheehy, and Leslie Ceballos

Tom Manning is vice president of consulting management and services at Learning Forward. Kathleen Sheehy is a Learning Forward senior consultant. Leslie Ceballos is assistant principal at Boon Elementary School in Allen (Texas) ISD and a Learning Forward senior consultant.

Tom Manning

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Tom Manning is the senior vice president of virtual learning and leadership events for Learning Forward. He leads the strategy, management, and business development for the association’s consulting and technical assistance services. He advances Learning Forward’s vision by establishing and maintaining professional service partnerships with states, districts, and schools, and manages a cadre of more than 40 education consultants working across North America. He previously served as Learning Forward’s Associate Director of E-Learning, leading the design and implementation of the association’s online courses, webinars, and virtual learning communities. Prior to joining Learning Forward in 2009, he covered education as a reporter for the Houston Chronicle and Austin American-Statesman. He authored a chapter in the book Powerful Designs for Professional Learning (3^rd ed.), and has been published in the Journal of Cases in Educational Leadership. Originally from Boston, Tom received a Bachelor of Arts in English and journalism from Texas Christian University.