Collet’s New Book Offers Mentoring Methods for Preservice Teachers, Expert Practitioners


Collet's new book offers tutoring methods for condomation teachers, seasoned professionals


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Amid the nationwide shortage of teachers, Associate Professor Vicki Collet’s new book details teacher mentoring methods to prepare more sustainable and effective educators.

Differentiated mentoring and coaching in education: from pre-service teacher to experienced professional is the second book publication of Collet’s Teachers College Press, after Collaborative lesson study. He has also published academic articles on both coaching and lesson study. The language of literacy educationa volume edited by Collet, was published by Brill.

As part of the book launch, a seminar on the gradual increase in responsibility (GIR) model for mentoring and coaching will be offered on September 13 from 4:30 to 6:00 pm in Peabody Hall, room 318, on the U of A campus. The workshop is free, but places are limited and registration is required. The workshop is designed for anyone playing a mentoring or coaching role in primary and secondary schools or higher education.

Collet is a teacher educator for literacy learning in the Department of Curriculum and Education and is an associate director of the Northwest Arkansas Writing Project. He studies in-service and pre-service teacher training and professional development, focusing on instructional coaching and mentoring.

Collet’s latest book introduces the GIR model as a mentoring strategy to tailor the support coaches provide to teachers to suit their various experience levels. She said that the model developed by the research is conceptually simple and offers five types of interactions that coaches can choose from based on the amount of support a teacher might need. They include modeling, making recommendations, asking questions, affirming and offering praise. Affirming differs from offering praise if the teacher looks at the mentor for affirmation versus mentors who offer unsolicited praise to reinforce good practices.

Collet hopes these tools will help coaches clarify and expand their moves and think more intentionally about how to use them. While some coaching methods advise against offering praise, Collet said the GIR model was formed by looking at what effective coaches do. Praise is a common tool for increasing trust and relationship with teachers.

“At a time when so many teachers are choosing to leave the profession they love for a variety of reasons, praise and affirmation can make a difference,” she said in the presentation video for her book. “I really believe that teachers need the good things they are doing to be noticed, and that’s one of the things that will keep them in the profession.”

For more information on the September 13 workshop or the GIR model, contact Collet at [email protected]

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