Enhancing Mentors’ Effectiveness: The promise of the Adaptive Mentorship© model

Ralph, Edwin; Walker, Keith

doi:https://doi.org/10.7202/045604ar

Browse the articles in this issue

A View of Professional Learning Communities Through Three Frames: Leadership, organization, and culture

Tutoring Adolescents in Literacy: A meta-analysis

Article outline

Back to top
Abstract
Full text (PDF) Full text (PDF)
Remerciements
Notes biographiques
Bibliographie

Toolbox

Save Delete
PDFDownload
Cite this article
Share

Abstracts

Abstract

The Adaptive Mentorship (AM) model is described and implications are raised for its wider implementation. The researchers derived the AM model from earlier contingency leadership approaches; and during the last two decades, they have further refined AM through application and research. They suggest the benefits and transferability of AM to any field to assist protégés in developing professional proficiency in their respective contexts.

Résumé

Dans cet article, le modèle de mentorat adapté^© (MA) est décrit et ses implications dans l’optique d’une implémentation étendue sont soulevées. Les chercheurs dérivent le modèle MA des approches précédentes de contingence du leadership. De plus, au cours des deux dernières décennies, ils ont raffiné davantage leur modèle via l’application et la recherche. Ainsi, les auteurs exposent les bénéfices et la transférabilité du MA dans tous les domaines pour permettre aux protégés de développer des compétences professionnelles dans leurs milieux respectifs.

Download the article in PDF to read it. Download

Appendices

Remerciements

The authors acknowledge the Social Sciences and Humanities Research Council of Canada for their support of research and dissemination related to the Adaptive Mentorship Model^©

We thank Dr. Anthony Clarke from the Centre for the Study of teacher Education at the University of British Columbia, and Brenda Mergel from the College of Education at the University of Saskatchewan, for their insight and assistance in formatting Figure 1.

Notes biographiques

EDWIN RALPH is a Professor and Supervisor of Extended-Practicum in the Department of Curriculum Studies in the College of Education at the University of Saskatchewan. His research and teaching focus on instructional development and mentorship across the professional disciplines.

KEITH WALKER is a Professor in the Department of Educational Administration and the Johnson-Shoyama Graduate School of Public Policy at the University of Saskatchewan. His areas of research and teaching include leadership, mentorship, policy studies, and organizational life.

EDWIN RALPH est professeur et superviseur du programme de stages étendus du département de la recherche en éducation du Collège de l’Éducation de l’Université de la Saskatchewan. Ses intérêts de recherche et d’enseignement ciblent le développement de l’enseignement et les initiatives de mentorat à travers les disciplines professionnelles.

KEITH WALKER est professeur au département d’administration de l’éducation et à l’École d’études avancées en politiques publiques Johnson-Shoyama de l’Université de la Saskatchewan. Ses domaines de recherche et d’enseignement portent sur le leadership, le mentorat, l’étude des politiques et la vie organisationnelle.

Bibliographie

Allen, T., & Eby, L. (Eds.). (2007). The Blackwell handbook of mentoring: A multiple perspective approach. Malden, MA: Blackwell.
10.1111/b.9781405133739.2007.x Google Scholar
Asare, A. (2008, April). A few good faculty: Inspiring and preparing contemporary dental educators. New York State Dental Journal, 74(3), 23-27.
Google Scholar
Blake, R., & Mouton, J. (1978). The new management grid. Houston, TX: Gulf Publishing.
Google Scholar
Carnegie Foundation for the Advancement of Teaching. (2006). Undergraduate education: Preparation for the professions (clergy study, engineering study, law study, medical education study, nursing study, teacher study).Retrieved January 6, 2006, from http://www.carnegiefoundation.org/programs/sub.asp?key=30&sub
Google Scholar
Clift, R., & Brady, P. (2005). Research on methods, courses, and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp.309-424). Mahwah, NJ: American Educational Research Association and Lawrence Erlbaum.
Google Scholar
Eggen, P., & Kauchak, D. (2009). Educational psychology: Windows on classrooms (8^th ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Google Scholar
Fiedler, F., & Garcia, J. (1987) New Approaches to leadership, cognitive resources and organizational performance. New York: John Wiley and Sons.
Google Scholar
Foster, C., Dahill, L., Golemon, L., & Wang Tolentino, B. (2005). Educating clergy: Teaching practices and pastoral imagination (Preparation for the Professions). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
Google Scholar
Fritz, C. A., & Miller, G. (2003).Supervisory practices used by teacher educators in agriculture. Journal of Agricultural Education, 44(3), 34-46.
10.5032/jae.2003.03034 Google Scholar
Fritz, C. A., & Miller, G. (2004). Supervisory practices used by teacher educators in agriculture: A comparison of doctoral/research extensive and research non-extensive institutions. Journal of Agricultural Education, 45(4), 46-56.
10.5032/jae.2004.04046 Google Scholar
Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.
Google Scholar
Helmer, O. (1967). Systematic use of expert opinions (Report No. P-3721). Santa Monica, CA: The RAND Corporation.
Google Scholar
Hersey, P., & Blanchard, K. (1988). Management of organizational behavior: Utilizing human resources (5^th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Google Scholar
Hughes, C. (2004). The supervisor’s influence on workplace learning. Studies in Continuing Education, 26(2), 275-287.
10.1080/158037042000225254 Google Scholar
Kasin Lemlech, J. (2010). Curriculum and instructional methods for the elementary and middle school (7^th ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Google Scholar
Linn, P., Howard, A., & Miller, E. (Eds.). (2004). Handbook for research in cooperative education and internships. Mahwah, NJ: Lawrence Erlbaum.
Google Scholar
Lortie, D. (1975). Schoolteacher: A Sociological study. Chicago: University of Chicago.
Google Scholar
Myall, M., Levett-Jones, T. & Lathlean, J. (2008). Journal of Clinical Nursing, 17(14), 1834-1842.
10.1111/j.1365-2702.2007.02233.x Google Scholar
Posner, B. (2004). Reflections on experience: Editor’s introduction. Journal of Management Inquiry, 13 (2), 151.
10.1177/1056492604265539 Google Scholar
Ralph, E. (1991). Aboriginal student-teachers in the extended practicum: Contextual supervision. Teaching Education, 4(1), 113-121.
10.1080/1047621910040116 Google Scholar
Ralph, E. (1992). Continuous teacher development: A case for contextual supervision. Brock Education, 2(3), 13-17.
Google Scholar
Ralph, E. (1992-1993). Improving practicum supervision: A Canadian experience. Action in Teacher Education, 14(4), 30-38.
10.1080/01626620.1993.10463139 Google Scholar
Ralph, E. (1993). Sensitive, sensible practicum supervision: A contextual application in Saskatchewan. The Alberta Journal of Educational Research, 32, 283-296.
Google Scholar
Ralph, E. (1994). Helping beginning teachers improve via contextual supervision. Journal of Teacher Education, 45(5), 354-363.
10.1177/0022487194045005008 Google Scholar
Ralph, E. (1995).Toward instructional improvement: Reflections and insights on Canadian journey. The Journal of Graduate Teaching Assistant Development, 2, 125-133.
Google Scholar
Ralph, E. (1996a). Contextual supervision: Matching supervisory styles with learners’ needs. The Canadian Administrator, 35(5), 1-11.
Google Scholar
Ralph, E. (1996b). Improving teaching through cross-college collaboration: Reflections on a Saskatchewan experience. McGill Journal of Education, 31, 297-318.
Google Scholar
Ralph, E. (1996-1997). Improving both GTA (graduate teaching assistant) and instructional developer effectiveness. The Journal of Staff, Program & Organization Development, 14(3), 145-157.
Google Scholar
Ralph, E. (1998). Developing practitioners: A handbook of contextual supervision. Stillwater, Oklahoma: New Forums Press.
Google Scholar
Ralph, E. (1999). Developing novice teachers’ oral-questioning skills. McGill Journal of Education, 34(1), 29-47.
Google Scholar
Ralph, E. (2000). Aligning mentorship style with beginning teachers’ development: Contextual supervision. The Alberta Journal of Educational Research, 46(4), 311-326.
Google Scholar
Ralph, E. (2002). Enhancing the professional development of teachers: The promise of “contextual supervision.” Brock Education, 11(2), 1-16..
Google Scholar
Ralph, E. (2004). Developing managers’ effectiveness: A model with potential. Journal of Management Inquiry, 13(2), 151-163.
10.1177/1056492604265222 Google Scholar
Ralph, E. (2005). Enhancing managers’ supervisory effectiveness: A promising model. Journal of Management Development, 24(3), 267-284.
10.1108/02621710510584071 Google Scholar
Ralph, E. (2009, May). Enhancing practicum/clinical supervision via “adaptive mentorship”: A promising model. Presentation at Third Annual Conference on Teaching and Learning (Promoting Student Learning: Diversity and Student Success), Windsor, ON.
Google Scholar
Ralph, E., & Konchak, P. (1996). Implications for improving teaching in the health sciences: Some Canadian findings. Quality in Higher Education, 2(1), 45-55.
10.1080/1353832960020105 Google Scholar
Ralph, E., & Walker, K. (2010). Rising with the tide: Applying Adaptive Mentorship© in the professional practicum. In A. Wright, M. Wilson, & D. MacIsaac (Eds.), Collection of essays on learning and teaching: Between the tides, Volume III (pp. 3-8). Hamilton, ON: McMaster University, Society for Teaching and Learning in Higher Education. Available from http://apps.medialab.uwindsor.ca/ctl/CELT/vol3/CELTVOL3.pdf.
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2007a). Positive and negative aspects of the practicum: Post-interns’ views. Journal of Cooperative Education and Internships, 41, 129-142.
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2007b). The practicum in professional education: Pre-service students’ experiences. Transformative Dialogues, 1 (2), 17 pp. Available from www.kwantlen.ca/academicgrowth/TD/
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2008a). Clinical and practicum education in the professions: The student voice. In A. Wright, S. Murray, & M. Wilson (Eds.), Collection of essays on learning and teaching, Vol. 1 (CELT, pp. 55-60). Hamilton, ON: Society for Teaching and Learning in Higher Education.
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2008b). The clinical/practicum experience in professional preparation: Preliminary findings. McGill Journal of Education, 43(2), 157-172. Available from: http://mje.mcgill.ca/article/view/682/2242
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2008c). The pre-service practicum: Perspectives of students from three disciplines. Higher Education Perspectives, 4(1), 21 pp. Available from Higher Education Perspectives Web site, http://jps.library.utoronto.ca/index.php/hep
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2009a). Deficiencies in the practicum phase of field-based education: Students’ views. Northwest Passage: Journal of Educational Practices, 7(1), 74-86. Available from: http://www.vancouver.wsu.edu/programs/edu/NWPassage/spring2009.html
Google Scholar
Ralph, E., Walker, K., & Wimmer, R. (2009b). Practicum-education experiences: Post-interns’ views. International Journal of Engineering education, 25(1), 122-130. Available from: http://www.ijee.dit.ie/contents/c250109.html
Google Scholar
Ralph, E., & Yang, B. (1993). Beginning teachers’ utilization of instructional media. A Canadian case study. Educational & Training Technology International, 30(4), 299-318.
10.1080/0954730930300401 Google Scholar
Rose Ragins, B., & Kram, K. (Eds.). (2007). The handbook of mentoring at work: Theory, research, and practice (pp. 71-91). Los Angeles, CA: Sage.
Google Scholar
Sheppard, S., Macatangay, K., Colby, A., & Sullivan, W. (2008). Educating engineers: Designing for the future of the field. San Francisco: Jossey-Bass. Highlights retrieved May 10, 2009, from http://www.carnegiefoundation.org/publications/pub.asp?key=43&subkey=769
Google Scholar
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Google Scholar
Sullivan, W., Colby, A., Welch Wegner, J., Bond, L., & Shulman, L. (2007). Summary, educating lawyers: Preparation for the profession of law. Retrieved April 28, 2007, from The Carnegie Foundation for the Advancement of Teaching Web site: http://www.carnegiefoundation.org/publications/pub.asp?key=43&subkey=618
Google Scholar
Taherian, K., & Shekarchian, M. (2008). Mentoring for doctors: Do its benefits outweigh its disadvantages? Medical Teacher, 30(4), 95-99.
10.1080/01421590801929968 Google Scholar
Veenman, S. (1984). Perceived needs of beginning teachers. Review of Educational Research, 54(2), 143-178.
10.3102/00346543054002143 Google Scholar
Watt, S. (1998). An examination of contextual supervision in a preschool practicum setting. Unpublished master’s thesis, Simon Fraser University, Burnaby, British Columbia, Canada.
Google Scholar
Wiersma, W., & Jurs, S. (2005). Research methods in education: An introduction (8^th ed.) Boston: Pearson Allyn and Bacon.
Google Scholar