AU Leadership Portfolio: 2b Mentor / Coach

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5 Servant Leadership in Technology Facilitation and Collaboration

Synthesis Paper



































































































































































Mentor/Coach: Supporting others
Supporting others

Leadership promotes relationships that are trust-centered, providing the kind of empowerment that results in personal and performance improvement toward satisfying mutual objectives.

*Proficient Competency Level

Mentoring and coaching in essence means supporting others as the main branch on a tree supports the branches and leaves connected to it. The artifacts and reflection paper below are organized by various situations where I mentor others.



Evaluations or verification artifacts are indicated with this icon.
Leadership and Learning Group contributions are indicated with this icon.




A. Mentoring new building coordinators

Assisting 70 building coordinators effectively implement videoconferencing in their school

Since I started coordinating distance learning at the Berrien RESA, I've been working with first district distance learning coordinators or high school media specialists to assist them in supporting videoconferencing in their buildings; and now with building coordinators as part of the expansion of videoconferencing in Berrien and Cass Counties. Mentoring these coordinators involves support at many levels. I provide specific training on videoconferencing that they attend during the school year. But more importantly, I provide just in time learning in many situations. Often in the days leading up to a videoconference, the building coordinator will call to ask questions about materials and content of the videoconference so that they can work with the teacher participating in the connection. Sometimes in the 15 minute connection time before a videoconference, I provide refresher training on how to move the camera, mute the microphone, and set camera presets for that particular program. Some of my more advanced building coordinators call me to receive assistance in planning a project for their teachers, for help getting a partner, or for advice on what programs might best meet the needs of one of their teachers. I'm their go-to person for whatever questions they have as their building implements and uses videoconferencing.

Competency Connection
These artifacts show the ways I mentor the videoconference coordinators I serve, as well as their reaction.

Artifact Descriptions
i. These planned evaluations are from the latest new installation of 35 units in our county and the training and mentoring as the new coordinators learned to support videoconferencing in their school. Note the summary page of the Excel file which shows the growth of ability to support videoconferencing. The evaluation is from teachers and VC coordinators attending a workshop. The evaluations are formative feedback. The measure uses the Concerns Based Adoption Model to show growth.

ii. These letters and notes show how I mentor and support the videoconference coordinators.

iii. These are a few of the files that I've created to help my videoconference coordinators.

Some files unlinked for confidentiality.

i. Evaluations from workshops & end of the year

  • Evaluations from RUS Grant Coordinator Trainings and from the End of Year 2007 & 2008
  • Evaluation from Summer 2008 Jazz Workshop

ii. Letters and emails from building coordinators

iii. Samples of materials created to assist them in their work

B. Mentoring through the workshop: Jazzing Up Your Curriculum with Videoconferencing

Mentoring new facilitators in the Jazz process, procedures and effective training techniques

In addition, in 2005 I was invited to be part of a unique collaborative workshop called 123 VC: Jazzing Up Your Curriculum with Videoconferencing, affectionately termed Jazz. This workshop began in 2004 as a collaboratively presented weekly workshop on videoconferencing coordinated by two people in Texas who had met in my online class Planning Interactive Curriculum Connections. In 2005 they invited me to present, and ultimately I came on board to offer the workshop at my location simultaneously with theirs. The workshop consists of morning simulations where the participants play the role of students in various interactive collaborative videoconference projects. In the afternoon, the participating sites interact with a different guest speaker each day. Finally the participants work in cross-site subject and grade level groups to plan a videoconference project. The participants at each site interact all day with the participants at the other sites. In 2006, Ken Conn and I, the lead facilitators, invited more sites to participate and the project grew into an eight site collaborative workshop. The relationships with the sites grew so that spin off workshops and collaborative projects occurred throughout the school year as a result of the Jazz workshop in the summer. This summer, 2007, the project continues to grow as we invite new sites to join us and begin mentoring other facilitators to lead their own Jazz training. The Jazz process includes mentoring a facilitator at each site in best training practices and the use of various project templates and formats. This in turn provides more schools able to plan and create videoconference projects, which in turn means more trained partners for our own videoconference projects.

Competency Connection
Mentoring is a critical component of the Jazz workshop, and to bringing in new facilitators and new lead facilitators to keep the program growing. Each of us, the lead facilitators, mentors new facilitators and new lead facilitators.

Artifact Descriptions
i. These evaluations are from people I have influenced and show the importance of mentoring to the Jazz workshop. The comments are from the participants at my site in 2009, the new lead facilitator I mentored in June (Lori), and the two completely new facilitators that were also part of my group.

ii. These files show a bit of the process and materials used to mentor and teach new facilitators and new lead facilitators.

Some files unlinked for confidentiality.

i. Letters and emails from participants and fellow facilitators

  • Comments from Summer 2009 "123 VC: Jazzing Up Your Curriculum with Videoconferencing" workshop
  • Letter from Lori Colwill, new lead facilitator 2009 (solicited)
  • Letter from Melissa Higgs-Horwell, first year Jazz facilitator 2009 (solicited)
  • Letter from Christie Rickert, first year Jazz facilitator 2009 (solicited)

ii. Materials for mentoring new facilitators and new lead facilitators for the expansion of Jazz

C. Mentoring in my Kid2Kid Videoconference Connections online class

In my online class, Kid2Kid Videoconference Connections, participants learn about videoconference project templates, plan their own projects and receive assistance and mentoring throughout the process of implementing projects. This program also means an investment of time and training in VC coordinators around the country (and Canada too) who are now capable of creating and facilitating their own projects.

Competency Connection
This course is one way that I mentor others in using videoconferencing to support global learning. This course is specifically mentoring vs. simple instruction because I walk the participants through the process of setting up their own collaboration, with phone, technical, instructional, and logistical assistance.

Artifact Descriptions
i. The sample of the course materials shows the instructional materials that I use to mentor the class participants.

ii. These are summative evaluations of the course that show what participants learned.

iii. The first two notes that are from teachers who participated in the class in the spring of 2009. The third note is from another coordinator of videoconferencing at the educational service agency. Instead of assisting her with just one project, I adapted the instruction for her to help her learn how to scale a project for many of the classes in her service area. Some files unlinked for confidentiality.

i. Samples of materials used to mentor

ii. Online class evaluations

iii. Emails from participants: 1, 2, 3

D. Blog entries.

My videoconferencing blog is a way to share my thoughts and learning with others in the educational videoconferencing world. As I read articles, I made connections between mentoring theory to supporting building videoconference coordinators at the educational service agency level.

Competency Connection
This project shows my ability to apply research and theory about mentoring to my work.

i. Links to blog entries.

ii. Unsolicited comment from a VC coordinator in Dallas, TX, confirming my reflections


E. LEAD 756

My work in the independent study included reviewing literature on coaching and mentoring, and making connections to theories. These files then became my learning contribution to my LLG as a way to share my expanding knowledge base.

Competency Connection
These files are the beginning of connecting my experiences to the knowledge base; a work that is completed in my reflection paper.

i. Mentor/Coach definitions and theories

ii. Annotated bibliography

F. Long-term Mentoring

In 2000, I started writing and teaching classes for the Adventist Virtual Learning Network (AVLN). Since then, I have slowly transitioned to each course being taught by other instructors. I provide support and mentoring in their first year teaching and then continued support as the AVLN course committee chair.

Competency Connection
This early mentoring is part of the evidence showing long-term growth in mentoring.

Artifact Descriptions
i. These materials show examples from some of the AVLN classes.

ii. AVLN Course Policies show the procedures and structures in place for mentoring and supporting the instructors.

iii. This note from Gavin Record, AVLN Instructor of Technology in the Early Elementary Classroom since 2005 gives evidence of my mentoring to AVLN instructors.

iv. This email exchange gives a sample of the type of distance mentoring I conducted with the AVLN instructors.

Some files unlinked for confidentiality and intellectual property reasons.

i. Internet Research and Projects, Designing WebQuests, Active Online Teaching, Technology in the Early Elementary Classroom, Active Online Courses

ii. AVLN Course Policies

iii. Letter from Gavin Record

iv. Mentoring Exchange

Reflection Paper

In this reflection paper, I reflect on my mentoring experiences as connected to the knowledge base on mentoring and coaching.


Allen, T. D., & Eby, L. T. (2003). Relationship effectiveness for mentors: Factors associated with learning and quality. Journal of Management, 29(4), 469-486.

Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin Press.

Brefi (2009). Coaching and mentoring – what's the difference? Retrieved from

Butler, T., & Chao, T. (2001). Partners for change: Students as effective technology mentors. Active Learning in Higher Education, 2(2), 101-113.

Fairbanks, C. M., Freedman, D., & Kahn, C. (2000). The role of effective mentors in learning to teach. Journal of Teacher Education, 51(2), 102-112.

Gibson, J. W., Tesone, D. V., & Buchalski, R. M. (2000). The leader as mentor. Journal of Leadership and Organizational Studies, 7(3), 56-67.

Goldsmith, M., Lyons, L., & Freas, A. (2000). Coaching for leadership: How the world's greatest coaches help leaders learn. San Francisco, CA: Jossey-Bass.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. RIver Grove, IL: Follett.

Kouzes, J. M., & Posner, B. Z. (1996). The credibility factor. San Francisco, CA: Jossey-Bass.

Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott, Foreman and Company.

Lave, J., & Wenger, E. (2005). Situated learning: legitimate peripheral participation. Cambridge [England]: New York.

Margerum-Leys, J., & Marx, R. W. (2004). The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 55(5), 421-437.

Mertz, N. T. (2004). What's a mentor, anyway? Educational Administration Quarterly, 40(4), 541-560.

Murray, M. (2001). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring process. San Francisco, CA: Jossey-Bass.

O'Neill, M. B. (2000). Executive coaching with backbone and heart: A systems approach to engaging leaders with their challenges. San Francisco, CA: Jossey-Bass.

Orem, S. (2008). Appreciate coaching. Retrieved from

Orland-Barak, L. (2005). Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education, 56(4), 355-366.

Rath, T., & Conchie, B. (2008). Strengths based leadership. New York, NY: Gallup Press.

Shea, G. F. (2002). Mentoring: How to develop successful mentor behaviors. Menlo Park, CA: Crisp Learning.

Smith, S. J., & Robinson, S. (2003). Technology integration through collaborative cohorts: Preparing future teachers to use technology. Remedial and Special Education, 24(3), 154-160.

Starcevich, M. M. (2009). Coach, mentor: Is there a difference? Retrieved from

Zachary, L. J. (2000). The mentor's guide: facilitating effective learning relationships. San Francisco, CA: Jossey-Bass Publishers.


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Last Updated September 20, 2011

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