There is much that could be learnt from additional research into mentor development in practice, particularly from a conversation analysis of post-observation conferences to see exactly what sort of feedback tends to be shared, in what manner, and the effects various techniques tend to have. It would also be valuable to have concrete information about the adaptations that groups make as they tailor the model to their own needs and interests. Recordings are now being collected, and it is hoped that additional research can be shared in the future.
In the meantime, some ideas for adapting the practices outlined in this article to meet various teaching circumstances and interests may be of use. In cases where it is not possible to find three colleagues to collaborate, pairs of teachers can work together and do the 'policing' for Links Of London Earrings(http://www.linksoflondon4u.com/earrings-c-183.html) themselves. A video camera can serve as a substitute for the third party, and the pair can later watch the video (together or apart) to observe and reflect on their performances as mentors. An additional layer of reflection and feedback can be brought into the process if the participants write journals on the experience, which they can then exchange and respond to, and a distant third party can even participate asynchronously if the tape and journals are shared electronically.
A completely different option practised by some K UIS participants was to diminish the focus on the feedback and instead turn the post-observation conference into a sort of collective brainstorming session on solutions to typical classroom problems. In this approach, the participation of a third party in the conversation is welcome but not absolutely essential. Teachers are notoriously busy people, so the idea of setting aside 90 minutes for a post-observation conference may be unrealistic for some. Some teachers at K UIS dealt with this problem by instead having short sessions after each observation, perhaps over lunch. Others simply agreed to tighter time limits, squeezing the whole process into 45 minutes or an hour. Another approach is to make the third-party conference review an optional step that is only taken when the participants feel there is a need. The multilayered practices of mentor development can lead to a variety of rewards.
Insofar as it is a form of collaborative professional development, it brings peers together to talk shop and tap into one another's experience, breaking down barriers and giving novice Links Of London Charms(http://www.links-of-london.org/S-Charms-4.html) teachers a chance to learn from the pros, and vice versa. The peer observation component adds the opportunity for participants to become more self-aware as they recognize their own behaviours in the practices undertaken by the observed teacher. At times, these observations can lead to renewed enthusiasm for teaching: peers may get new ideas for things to try out, or they may take comfort in the knowledge that they are not alone in facing certain challenges. Students ultimately stand to benefit from mentor development as their teachers find fresh approaches to instruction and improve their skill at delivering feedback. And for those interested in making a career transition into teacher education, mentor development provides practical hands-on experience and training.
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