设计一个变革性的导师与入职培训计划

欢迎收听科温出版社的《教师间对话》播客，主持人是卡罗尔·佩莱蒂埃·拉德福德。

Welcome to Corwin's Teacher to Teacher podcast with host Carol Pelletier Radford.

卡罗尔是一位经验丰富的课堂教师、大学教育者、mentoringinaction.com的创始人，以及四本畅销教师专业书籍的作者。

Carol is an experienced classroom teacher, university educator, founder of mentoringinaction.com, and author of four best selling professional books for teachers.

她认为，教师之间进行真实对话并分享智慧，是最佳的专业学习方式。

She believes the best form of professional learning happens when teachers engage in authentic conversations and share their wisdom.

在每一集中，卡罗尔和她的嘉宾们都会分享职业生涯中的关键时刻、成功的集群策略，以及他们为减轻压力、保持健康所采取的个人行动。

In every episode, Carol and her guests share stories about pivotal moments in their careers, successful clustered strategies, and personal actions they take to minimize stress and stay healthy.

《教师间对话》播客是一个互动交流的平台。

The teacher to teacher podcast is a place to engage

你好，欢迎收听《教师间对话》播客。

Hello, and welcome to the Teacher to Teacher podcast.

我是桑德拉·霍林斯·亚历山大，科温出版社的高级副总裁、内容顾问兼学者。

I'm Sondra Hollins Alexander, Associate Vice President, Content Advisor and Scholar here at Corwin.

本季播客的主题是‘实践中的指导’。

This season of the podcast focuses on mentoring in action.

今天我们为大家带来了一期内容丰富的节目，主题是设计一个变革性的导师制与入职支持项目，这也是第四季的最后一期。

We have such a rich episode for you today centered around the topic of designing a transformative mentoring and Induction Program, which is the last episode of season four.

我们的嘉宾是文斯·巴斯曼特和丽莎·费恩。

Our guests are Vince Bustamante and Lisa Fain.

文斯·巴斯曼特是一位畅销书作者，也是科温公司获奖的专业发展顾问。

Vince Bustamante is a best selling author and award winning professional learning consultant with Corwin.

他专长于在学区和学校中可持续地实施专业发展实践。

He specializes in the sustainable implementation of professional learning practices across schools and districts.

我有幸与文斯密切合作，我欣赏的是，他在写作以及与教育工作者和专业发展人员互动时，都能充分展现他在学校和课堂中的丰富经验。

I've had the opportunity to work very closely with Vince and what I appreciate about Vince is he brings forth those years of experiences in schools and classrooms in the writing that he does as well as when he is engaging with educators and professional learning.

他提供的都是真实生活中的、切实可行的案例，因此非常期待听到他在这一领域分享的见解。

He provides real life, real applicable examples, And so it's going to be really exciting to hear what he has to share in this space.

丽莎·费恩是导师卓越中心的首席执行官。

Lisa Fain is the CEO of the Center for Mentoring Excellence.

作为备受追捧的演讲者和领导力教练，丽莎通过导师制的力量帮助组织培养归属感与包容性。

A sought after speaker and leadership coach, Lisa helps organizations foster belonging and inclusion through the power of mentoring.

这真是太棒了。

That is absolutely phenomenal.

当我思考归属感和包容性，以及它们与指导的关系时，作为这些主题的作者，我认为如果没有指导，这两者实际上无法实现。

When I think about belonging and inclusion and how the two of those are associated with mentoring, as a author of those topics, I don't think that those two can actually happen, outside of mentoring.

因此，Lisa所分享的内容对我们所有人来说都将非常出色。

And so what Lisa has to offer is really going to be excellent for all of us.

在本期播客讨论中，焦点是设计一个变革性的指导和入职项目。

In this episode's podcast discussion, the focus is on designing a transformative mentoring and induction program.

卡罗尔·拉德福德强调了学校领导者应采取的三个关键步骤：为指导项目设定明确的目标、通过设定目标付诸行动，并通过持续的反馈和评估来维持项目。

Carol Radford highlights three essential steps for school leaders: creating an intentional purpose for the mentoring program, taking action by picking goals, and sustaining the program through ongoing feedback and evaluation.

作为一名曾负责实施并希望实施指导项目的前校级领导，卡罗尔刚刚提到的这三项行动对指导项目的成功至关重要，同时也关乎教育工作者的成功。

As a previous building leader who had to implement and desired to implement a mentoring program, these three actions that Carol just noted are critical for the success of the mentoring program, but all those the success for the educators.

Vince 和 Lisa 深入探讨了指导和入职项目对新教师和资深教育工作者的益处。

Vince and Lisa delve into the benefits of mentoring and induction programs for both new teachers and experienced educators.

这些项目不仅有助于提升教学实践和学生学习成果，还能支持教师留任和整体学校文化的建设。

These programs not only aid in improving teaching practices and student learning outcomes, but they also support teacher retention and overall school culture.

毫无疑问，一个扎实的导师计划能改善任何学校的氛围和文化。

Without a doubt, a solid mentoring program makes a difference in the climate and the culture of any school.

本集讨论了对下一代教育者的希望。

This episode discusses the hope for the next generation of educators.

大家好，我是卡罗尔·佩莱蒂埃·拉德福德，这是我们《教师对教师》播客的第10集，我简直不敢相信。

Hello everyone, it's Carol Pelletier Radford here and we are in episode 10, I cannot believe it, of our Teacher to Teacher podcast.

今年的主题，本季的主题是导师制，即导师实践——如何在学校中与人合作，通过教师之间的互助帮助新手取得成功。

And this year's theme, this season's theme has been mentoring, mentoring in action, meaning how we work with people in our schools, teacher to teacher, to help the beginners be successful.

而本集实际上与前九集略有不同，它探讨了如何设计一个变革性的导师与入职计划。

And this episode, actually a little different from the other nine episodes, is a look at what it takes to design a transformative mentoring and induction program.

所以今天我邀请了两位出色的嘉宾。

So I have two fabulous guests with me today.

丽莎和文斯在这里，我将把话筒交给他们，让他们自我介绍，然后我们开始对话。

Lisa and Vince are here, and I'm going to turn it over to them to introduce themselves, and we're gonna get on with our conversation.

文斯，欢迎你。

Vince, welcome.

嗨，非常感谢邀请我参加。

Hi, thank you so much for having me.

我非常兴奋能来到这里。

I'm so excited to be here.

我来自加拿大阿尔伯塔省的卡尔加里，目前在家。

I'm coming to you from Calgary, Alberta, Canada, where I'm currently at home.

我曾是一名中学和高中社会研究与历史教师，现在是科文出版社的作者和顾问。

And I am a former middle school and high school social studies and history teacher turned author with Corwin Press and consultant with Corwin Press.

我目前的重点，除了大力推动实施之外，是支持新教师并设计导师计划。

And my current focus, aside from the big push of implementation, is on supporting new teachers and designing mentorship programs.

我非常高兴能来到这里，并非常期待我们的对话。

I'm so excited to be here and very much looking forward to our conversation.

谢谢你，文斯。

Thank you, Vince.

坦白说，几个月前我和文斯一起参加过一次网络研讨会，我非常喜欢那次对话，因为你在和我相同的领域工作。

And full disclosure, Vince and I were on a webinar together several months ago, and I really enjoyed that conversation because you're working in the same area that I am.

我总是喜欢与那些关心支持新手的人建立更深层的联系。

And I always love to have a deeper connection to people who are interested in supporting the beginners.

我们需要让新手留在教学岗位上。

And we need the beginners to stay in teaching.

因此，我们所有人都需要在这个领域努力。

So all of us need to be working in that area.

我的另一位嘉宾是我的朋友，我现在也是她组织的成员。

My other guest is a friend and I'm now a member of her organization.

我让她来介绍自己。

I'll let her share that.

丽莎，请介绍一下你自己，告诉我们你是谁。

Lisa, please introduce yourself and tell us who you are.

太好了。

Wonderful.

谢谢。

Thank you.

我是丽莎·费恩。

So I'm Lisa Fain.

我身兼数职。

I wear several hats.

我是一名全球演讲者和作家。

I'm a global speaker and an author.

我是导师卓越中心的首席执行官。

I'm CEO of the Center for Mentoring Excellence.

我们与全球各地的组织合作，通过导师计划帮助他们建立更具包容性的文化。

We work with organizations all around the world to help them create more inclusive cultures through mentoring.

卡罗尔提到的，我同时也是国际导师协会的主席，正如其名所示，这是一个全球性的协会，是导师领域内各类利益相关者首选的资源。

And what Carol was referring to is I'm also the president of the International Mentoring Association, which is, as the name suggests, a global association that is the go to resource for folks in the mentoring field, mentoring stakeholders really of all kinds.

今天能来到这里，我非常高兴。

So delighted to be here today.

谢谢。

Thank you.

我非常喜欢和你合作。

And I love collaborating with you.

我和丽莎在一个委员会里，我亲自见过她好几次。

I am on a committee with Lisa, and I got to meet her in person several times.

我很欣赏这样一个将来自不同领域的人们聚集在一起的组织。

And I just appreciate an organization that brings all kinds of people together from different fields.

所以这是商业。

So it's business.

当我参加第一次导师会议时，我非常高兴看到有护士、商人、军人、青年组织、教会组织以及教育工作者。

And when I attended the first mentoring conference, I was so delighted to have nurses and business people and military and youth organizations and church organizations and educators as well.

所以我很高兴你们两位能来到这里。

So I'm thrilled to have you both here.

我相信导师制的重要性。

And I just believe in the importance of mentoring.

因此，我会像往常一样，以你们分享一个与导师制如何影响你们生活的个人故事来开启本期节目，解释为什么我们在这些播客中讨论它如此重要。

So I'm going to start the show, as I always do, with you sharing a personal story that relates to how mentoring has influenced you in your life and why it's so important for us to talk about it on these podcasts.

文斯，你来开头好吗？

Vince, would you start us off?

当然可以。

Absolutely.

我想说，导师指导塑造了我的职业生涯、发展轨迹以及我目前的状况。

So I would say mentorship has shaped my career, my trajectory, my current state of being.

我每天都会与同事和同行有导师般的互动，但我觉得这太多元化了。

I have daily mentorship moments with colleagues and peers, but I would say it's it's too multifaceted.

但最早的一次是在我刚开始教书时，被临时派到一所学校中旬接手，当你拼命追赶学年的进度时，根本没有机会参与任何正式的导师计划。

But the first is when I first started teaching, was kind of thrust into a school mid year and when you're kind of running to catch up to a school year, there wasn't an opportunity for any formalized mentorship program.

所以在教学生涯的头几年里，我没有一位正式的导师。

So I went through the first few years of my teaching career without a formal mentor.

当然，你身边有共事的同事，但直到我换到另一个学校，才遇到很多导师，无论是正式的还是非正式的。

Obviously, you have colleagues that you work with and stuff, but it wasn't until I switched sites, school sites, to a new one where I had lots of mentors, whether they were formal or informal.

而让我印象最深刻的导师时刻，是我和当时学校的校长在校外进行了一次对话，他拍了拍我的肩膀，问我：你有没有考虑过这条职业道路？

And the mentorship moment that kind of stands out for me is when I had a conversation outside of the school walls with my school principal at that time, who tapped me on the shoulder and said, have you considered this pathway for your career?

说实话，我根本不知道有这样的职业路径存在。

And to be completely honest, I did not even know that there was a pathway that existed.

我不知道自己是否符合这条路径的资格，当时有点怀疑：我真的是合适的人选吗？

I did not know that I was qualified for that pathway and it was a little bit of like a, am I the right person for this?

他温和地鼓励我探索走这条不同职业轨迹的可能性。

And he gently encouraged me to explore the potential of moving down that different trajectory.

不只是传统的课堂教师→副校→校长→进入学区管理层这样的标准路径，而是拓展到其他具有不同领导经验的路径。

So not just like the kind of standard traditional classroom teacher, then assistant principal, then principal, and then you move up the realms of district, but kind of branching out to different paths that have other leadership experiences.

如果没有他——他至今仍然是我的好朋友和同事——我不确定自己今天会不会身处此地，因为他举着一盏巨大的手电筒。

And so if it wasn't for him, and he's still a good friend of mine and a colleague of mine, if it wasn't for him, I don't know if I'd be where I am today because he held this giant flashlight.

当我向左看自己的职业生涯时，他拿起手电筒，指向右边说：还有这么多其他你可以探索的东西。

When I was looking left in my career, he took the flashlight and pointed it right and said, there's also all of this other stuff that you can explore.

对我来说，价值就在于分享经历、信息和那些我甚至不知道存在的想法。

And so for me, the value was just sharing experiences, sharing information, sharing ideas about things that I didn't even know existed.

所以我就

So I

很高兴你提到这一点。

love that you're bringing this up.

而且现在正是讨论这个话题的完美时机。

And it's perfect that it's in this point of the season.

有很多老师在倾听，他们都是出色的课堂教师。

And there are so many teachers listening that are fabulous classroom teachers.

在我选择进入高等教育领域、指导实习教师之前，我教了二十一年的五年级。

And I taught fifth grade for twenty one years before I chose to work in higher education and work with student teachers.

我只是一直追随内心的方向，做我觉得对的事情。

And I just kept following where my heart was taking me and what felt right.

但你又增添了一层教师领导力的概念——很多在课堂上的老师并不想要这样，他们完全乐在其中。

But you're adding another piece of teacher leadership that a lot of teachers in the classroom some don't want it, like perfectly happy.

但你也可以从课堂中发挥领导作用。

But you can also lead from the classroom.

我们先告一段落，你和我，接下来我们会听到丽莎的故事。

We left, you and I, and we're going to hear Lisa's story in a minute.

但我们不必离开。

But we don't have to leave.

我们可以成为教师领导者，在教室里开展工作。

We can be teacher leaders and work from the classroom.

但我喜欢你关于手电筒的比喻。

But I love your analogy of the flashlight.

我们有时会看向其他方向，却并不知道。

And we're looking at other directions sometimes, and we just don't know.

我们不知道自己不知道什么。

We don't know what we don't know.

当你在教学生并且全身心投入做好教学工作时，几乎没有时间去反思教师领导力，甚至我们是否真的想做这件事？

And when you're teaching students and you're totally invested in doing a great job, there isn't a lot of time to reflect on teacher leadership and would we even want to do it?

所以告诉我他的名字。

So tell me his name.

让我们把他的名字展示在展览墙上。

Let's have his name out on the galleries.

是的，当然。

Yeah, absolutely.

所以他还和我在一起，我们仍然是同事。

So he's still in my we're still colleagues.

他是我两个新项目的合著者。

He's a co author of mine on two of my new projects.

他的头衔是博士。

His is Doctor.

蒂姆·卡萨克曾是校长，后来成为助理督学，现在他是教育学院的院长，他一直在探索，可以说，他正在开辟一条我从未意识到存在的道路。

Tim Cusack, was a principal and became assistant superintendent and now he's a dean of education and he just has explored, he's kind of, you know, he's kind of leading, forging the path I didn't know existed.

所以对于我们的听众，我想让每位听众都注意那个手电筒，看向其他方向，去探索，留在教室里，就这样去做。

So for our listeners, I want everybody listening to pay attention to just that flashlight and looking in the other direction, just exploring and staying in the classroom and doing it.

在我离开之前，我曾十年如一日地教授‘从课堂中领导’这门课。

I did teach a leadership from the classroom for ten years before I left.

我们不必离开，但我希望人们能留在教育行业。

And we don't have to leave, but I want people to stay in education.

我不希望我们离开。

I don't want us to leave.

有些感到疲惫的人正在离开，他们没有看到还有另一条可能略有不同的道路。

And some people that are getting tired are leaving, and they're not seeing that there's another pathway that might be a little bit different.

谢谢你带来这个时刻。

So thank you for that moment.

丽莎，谈谈你对文斯的看法，然后我想听听你的故事。

Lisa, react to Vince's, and then I want to hear your story.

是的，我喜欢这种巨型手电筒的比喻，因为通常我们认为——我应该说，通常学员会感到必须为自己发明一些新东西的压力，但事实上，这当然也是一种可能性，对吧？

Yeah, I love this imagery of a giant flashlight because, you know, so often we think about, well, I should say so often I think mentees feel the pressure of trying to invent something new for themselves, but really, and certainly that's a possibility, right?

我们每个人都有创造和发现的力量。

We all have the power of invention and discovery.

但我喜欢这种发现的比喻：它是关于照亮那些我们原本未曾意识到的、早已存在的东西。

But I like this imagery of discovery being about shedding a light on something that existed that we weren't even aware of.

这种导师帮助我们理解可能性，并为我们自己创造可能性的理念。

This idea of mentors helping us understand possibility and create that possibility for ourselves.

所以我觉得这真的非常有力。

So I think that's really, really powerful.

而且我认为，卡罗尔，你提到的这个手电筒，能让我们自己看到新的东西，这能让我们重新焕发对工作的热情。

And I think to your point, Carol, having this flashlight and seeing something new for oneself can reinvigorate us in what we do.

它能帮助我们重新投入到自己选择的道路，或同一领域内的新道路上，也包括我们的导师。

It can help recommit us to our own chosen path or a new path within the same field and our mentors too.

这对我们的导师也有类似的效果。

It has a similar effect for our mentors as well.

我认为我们没有充分认识到这一点：这种收获不仅仅属于学习者，导师其实也是学习者，并且同样从中受益。

I don't think we give credit to that, that it's generated not just for those of us who are the learner, but that the mentor in fact is the learner and benefiting from this as well.

是的，我认为在座的导师们，你们提到的这一点很重要，文斯和丽莎，当我们看到刚开始教学或中期的教师可能只是需要一个不同的视角时，我们会看到他们如此不堪重负。

Yeah, and I think the mentors who are listening, you're bringing up something important, Vince and Lisa, is that sometimes when we see beginning teachers or mid career teachers who might just need a different perspective, we see them so overwhelmed.

简直觉得，天啊，我不敢把手电筒照向他们。

It's like, oh gosh, I don't want to put a flashlight on this.

然后他们可能会成为领导者，这可能会让人感到压力巨大。

And then they're going to be a leader, and that could be overwhelming.

我觉得蒂姆非常勇敢，而且以正确的方式让同事——无论是新手教师还是中期教师——看到这种观点的智慧至关重要。

So I feel like Tim was very brave, and it has to be said the right way to have your colleague, whether it's a beginning teacher or a mid career teacher, see the wisdom in that point of view.

他们所看到的。

What they're seeing.

因为这并不是要增加什么，而是要看到你所给予的礼物，文斯，那些你可能未曾察觉的礼物，或者以一种你能接纳的方式，而不是觉得‘我做不到’。

And because it isn't about adding to, it's about seeing the gifts, Vince, that you were offering that you might not have seen or instead in a way that you could embrace it instead of like, oh, I can't do that.

天啊，这太让人不知所措了。

Oh my God, that's too overwhelming.

那会是怎么样的呢？

How did that be?

当他这么说的时候，你感到压力很大吗，文斯？

Were you overwhelmed when he said that, Vince?

你知道吗，我觉得，说到这一点，如果我们没有建立良好的个人关系，那场对话可能不会产生这么好的效果。

You know what, I think, you know, to that point, I don't know if that conversation would have landed so well if we didn't have an established, like, personal relationship.

所以当他来找我时，能够如此坦诚地说：‘这个决定会给你带来压力，我离开教室后内疚感永远不会消失’，但如果是某个陌生人冷不丁地打电话给我，说‘我觉得你适合这个’，那感觉就会更像一场交易。

And so when he approached me and he was able to be very candid like you know this move would equate into like pressure in this situation and I feel the guilt of leaving a classroom and that doesn't ever go away, but I think it would have felt more transactional if it was somebody kind of random kind of cold calling me and saying, I think you're good for this.

但当这一切来自蒂姆时，却非常真诚，他明显是为我的利益着想，我要明确地说，他并没有强迫我进入那个位置。

Whereas for when it came from Tim, it was very authentic and it was very like he had my best interests in mind and I want to be very clear in saying he didn't force me into that position.

他只是说，我只是想让你知道，还存在另一个地方，对吧？

He just said I just want you to let you know that there's this other place Right, that exists for

对，对。

right, right.

它为你打开了所有这些门，看看你现在在做什么。

And it opened up all these doors for you and look at what you're doing now.

我也来分享一下我的故事。

I'll tell you my story too.

以领导者的身份去做。

Do it as a lead.

关于文斯的故事，我觉得还有一件事特别重要，那就是当我们谈论指导时刻时，当然，过几分钟我们会谈到指导项目，这也很重要，需要有正式的指导环境。

There's one more thing about Vince's story that I think is really important to highlight, which is, you know, when we talk about mentoring moments, of course, I know in a few minutes we're gonna talk about mentoring programs and that's really important too, to have a formal setting of mentoring.

但我认为经常被忽视的是，这种变革性的时刻往往就发生在那些瞬间，它们可能只源于一次对话。

But I think what gets overlooked so much is that these kind of transformative moments can happen in just that in moments, they can happen in single conversations.

我们越开放地接受这一点，越认可那些为帮助我们理解和重视导师作用而设立的导师项目，我们就越容易在日常中抓住那些导师时刻。

And the more we're open to that, the more certainly that there are mentoring programs that set the seed for us to understand and value mentoring, the more we're going to be open to those mentoring moments as well.

我觉得这很美好。

I think that's Beautiful.

非常感谢。

Thank you so much.

是的。

Yes.

当我们进行这些随意的对话，专注于某个话题，让内心引导我们探索方向时，这就是《教师对教师》播客带给我们的收获。

And that's what we get out of the Teacher to Teacher podcast when we have these casual conversations where we're just focused on a topic and let our hearts kind of let us follow the direction.

那么，丽莎，你的故事是什么？

So Lisa, what's your story?

我的故事其实也是一个导师时刻，对象是后来成为我导师的人。

So mine is actually a mentoring moment as well with somebody who later became a mentor to me.

我职业生涯的起点，或者更准确地说，我职业生涯的第一次转型，是在法律领域。

And I started my professional career, or I should say my second, my first pivot in my professional career was in the legal world.

当我还在律师事务所时，我是一名律师，既从事诉讼也提供法律咨询，但我们的律所当时做了一件相当创新的事——成立了一个培训部门，专门从法律角度开展各种合规、平等就业机会和多样性培训。

And when I was in the law firm world, I was a attorney doing both litigation and counseling, but our firm decided to do something that was rather innovative at the time, which was to start a training division where we did all sorts of compliance and EEO and diversity training really from the legal realm.

他们请来了一位名叫明迪·查普曼的女士来领导这个部门。

And they brought in a woman named Mindy Chapman to lead that function.

她拍了拍我的肩膀，邀请我一起参与培训工作。

And she tapped me on the shoulder to bring me along to do the training.

当时我几乎没有做过任何引导或培训，或者只做过极少的引导和培训。

At the time I had done no facilitation and training or limited number of facilitation amount of facilitation and training.

但她在我身上看到了某种潜质，认为我会做得不错。

And she saw something in me that made her say that I'd be decent at it.

这最终成为对我而言极具变革性的一段经历，因为如今我大部分时间都专注于引导和培训，除非我在演讲或写作。

And, it ended up being, something that was really transformative to me because of course now what I spend my time in is almost exclusively in facilitation and training when I'm not speaking and writing.

拥有这样的经历真的非常了不起。

And it really was incredible to have this.

这就像一束手电筒的光，让我看到：即使拥有法律学位和专业知识，也完全可以将它导向不同的方向。

It was a flashlight of sorts as well to look, it's possible with this law degree and this expertise that you have to be able to take it in a different direction.

哇。

Wow.

你的故事涉及不同的组织，两种不同的 mentoring 影响方式，而你用了‘变革性’这个词，这真有意思。

So interesting that your stories relate to different organizations, two different ways to have mentoring influence us, and you're using the word transformative.

那我为什么要把这一集命名为‘变革性 mentoring 项目’呢？

So why did I want to title this episode Transformative Mentoring Programs?

我十年前创立的‘行动中的 mentoring’的使命，是通过支持新手教师及其导师来变革学生的教育。

So the mission of Mentoring in Action, which I founded ten years ago, is to transform education for students by supporting novice teachers and their mentors.

因此，十年来我一直使用这个词，因为在我所处的领域， mentoring 的目的就是让学生在学校取得成功。

So I've been using that word for a decade because the purpose of mentoring in my realm is to have students be successful in school.

这就是 mentoring 的全部目的。

That's the whole purpose of mentoring.

而新手教师由于非常脆弱和缺乏经验，家长和其他人可能会抱怨，学生在新手教师的课堂上得不到与在资深教师课堂上相同的教育。

And novice teachers, because they're so vulnerable and new, parents and people might complain that the student that's in a new teacher's classroom isn't getting the same as if they were in a veteran teacher's classroom.

所以我投身于此，是因为我曾经是一名教师，深知这一点。

So I got into it because I was a teacher and I knew that.

如果我们专注于新教师的培训和指导，帮助他们更快地成为更好的教师，这将有助于学生。

And if we focused on novice teacher preparation and mentoring to help them be better teachers more quickly, that it would help students.

所以，这个词最初就是在我这个领域出现的。

So that's how the word first came into my realm.

然后，几年前，我与一群在全国各地使用‘行动中的指导’工具的教师举办了一次网络研讨会。

And then a couple of years ago, I did a webinar with a group of teachers that are using the Mentoring in Action tools around the country.

所以我邀请了其中四位参加这次网络研讨会。

So I invited four of them to come on a webinar.

我们将其命名为‘设计变革性指导与入职项目’，因为我们希望聚焦于学生层面。

And we called it Designing Transformative Mentoring and Induction Programs because we were trying to get to the student piece.

基本上，他们都分享了自己如何利用指导来改变学生的教育。

And basically, they all shared how they were using mentoring to transform education for students.

然后，它逐渐发展了。

And then it evolved.

所以，它随着时间的推移不断演变。

So it's evolved over time.

这些年来，我被要求做的一件事是创建一个全州范围的项目。

One of the things that I've been asked to do over the years was to create a program statewide.

这个项目的目标是培训培训者。

And this program was to train the trainer.

所以我们知道导师需要得到准备。

So we know mentors need to be prepared.

我认为我们所有人都是学生。

I think we're all leases.

法律领域有培训，你所在的任何领域都有培训。

There's training in the law field, there's training in whatever field you're in.

我们可能不喜欢‘培训’这个词，所以我称之为准备和支持。

We might not like the word training, so I call it preparation and support.

不管怎么说，我们希望学校里的人知道，当你成为导师时该做什么。

Whatever it is, we want people in schools to know what to do when you're a mentor.

因为导师总会问我：我该和他们聊些什么？

Because mentors will always say to me, what am I supposed to be talking about?

我应该做些什么？

What am I supposed to be doing?

所以我们有宏大的理论，但并不总是有具体的行动措施。

So we have the big theory, but we don't always have the practical actions.

于是我制定了一项行动计划。

So I came up with an action plan.

我开始教授这门课程。

I started teaching the course.

在第一节课上，有79个学区，每个学校派了两个人参加。

In the first class, I had 79 school districts represented by two people from each school.

目标是让他们来接受培训，然后回到各自的学区，亲自带领导师培训。

And the goal was they'd come and get trained, and then they'd go back to their district, and they would lead the mentor trainings themselves.

我正在让自己退出咨询工作，而这正是我想要做的。

I was putting myself out of consulting work, which is what I wanted to do.

我希望他们能自己创建它。

I wanted them to create it.

事情是这样的。

Here's what happened.

当我们第一次聚在一起上课时，我们发现这些学区的导师项目大多各自为政。

The first class when we all met, we discovered that the mentoring programs in most of those districts were running in silos.

负责入职的人在这里。

The induction person was over here.

他们甚至都不知道对方是谁。

They didn't even know who it was.

他们正在培训导师。

They were preparing mentors.

人力资源人员在招聘，而人员却在流失。

The HR person was hiring, and people were leaving.

他们学区里这些各自为政的部门，都意识到我们需要一个计划。

And all of these silos in their district, and they're like, we need a plan.

我们不能只是单独一对一地做导师，因为我们处于一个孤立的环境中。

We can't just go and mentor one on one because we're in this vacuum.

这就是我十年前开始专注于导师培训和准备的契机，我将重点放在更大的图景上：这个学区、这所学校的整体计划是什么？

And that's how I first came to ten years ago, focusing my mentor training, my mentor preparation around a bigger picture, which is what's the plan for the district, the school?

在过去十年中，这一理念不断演变。

And it's evolved over the decade.

今天，当我为这个播客重新审视时，我会说我现在已经提炼出学校领导者必须掌握的三个关键步骤。

And today, as I reviewed it for this podcast, I would say I'm now to three steps, essential steps for school leaders.

我将这些步骤简化为三个，每个步骤都包含若干具体要素。

And I got it down to three with little components.

我希望你们对这些步骤做出反馈。

And I want you to react to them.

然后，我希望你们分享你们那些变革性的想法。

And then I want you to share your transformative ideas.

第一步是从流程开始：你必须有意识地明确导师计划的目标。

So the first step is to begin with the process, you have to create intentionally the purpose of the mentoring program.

我知道这听起来显而易见，但其实并没有我想象的那么明显。

I know that it sounds obvious, but it actually wasn't as obvious as I thought.

这个委员会的成员应当多元化、具有包容性。

And that the team of people on this committee should be diverse, inclusive.

利益相关者应包括人力资源部门、新教师、导师和学校委员会成员。

The stakeholders should be from HR, a new teacher, a mentor, a school committee member.

任何关心学生成功的人，都应加入导师和入职计划愿景委员会。

Anybody that you can grab that's interested in student success should be on the mentoring and induction vision committee.

然后，我有一个重大洞察：将项目与教师评估标准对齐。

And then I, Big Insight, align the program to teacher evaluation standards.

许多导师项目都没有做到这一点。

And a lot of mentoring programs do not do that.

它们只是简单的‘伙伴’系统。

It's just the buddy system.

只是帮助人们熟悉环境。

It's helping people get oriented.

当我把所有工作转向标准后，行政人员和其他人就开始支持了，因为这样就可以理直气壮地讨论学生成功了。

And as soon as I shifted all my work to the standards, administration and others could get on board, because then it was permission to talk about student success.

最后，我知道这听起来显而易见，但请把愿景计划打印出来，篇幅应控制在一页内，并分发给整个学区的所有人，而不仅仅是导师和新教师——这是我发现大多数地方都在做的错误做法。

And finally, I know this sounds obvious, print up the vision plan, and it should be one page, and give it to everybody in the whole school district, not just the mentors and the novices, which is what I was discovering most were doing.

所以第一步，要有意为之。

So step one, intentional.

第二步，采取行动。

Step two, actions.

并确定目标。

And pick the goals.

我的项目中有五个目标。

I have five in my program.

目标是留住教师，还是提升他们的专业能力？

Is the goal to retain teachers, or is the goal to make them more proficient?

我曾与一些并不流失教师的学区合作。

I was working with districts that weren't losing any teachers.

他们说：我们根本没有教师流失。

They're like, we're not losing any teachers.

我们为什么专注于保留教师？

Why are we focused on retention?

那么，你们为什么不专注于更快提升的教学能力，或者教师领导力呢？

Well, then why don't you focus on proficiency that's a little more accelerated, accelerated proficiency, or teacher leadership?

选择你的目标，无所谓。

Pick your goal, doesn't matter.

最后一步，这看似显而易见，但实际上并非如此，就是持续维持这个项目。

And then the final step, which again seems obvious but isn't so much, is to sustain the program.

我曾经做过很多培训师培训，但两年后项目就消失了，因为项目负责人退休了，或学区主管离职了，或发生了其他情况。

So I would do all these train the trainers, and two years later, the program's gone because the leader of the program retired, or the superintendent left, or whatever happens.

所以我现在关注的重点是持续性。

So where I'm focusing now is on sustaining.

那么，如何实现持续性呢？

And so how do you sustain?

我想到三点。

Three things I'm thinking.

你全年持续收集反馈，并实时调整，而不是像许多项目那样只进行评估。

You collect ongoing feedback all year long and modify in real time instead of a lot of programs would evaluate.

我认为你仍然需要匿名评估。

And I think you still need to evaluate anonymously.

但要收集反馈并进行评估。

But collect the feedback, evaluate.

这是另一个要点。

And here's another one.

为什么我们不在当地报纸、博客上分享它的成效，也不在年底向校委会汇报呢？

Why are we not sharing that it works in the local newspaper, in the blogs, in the presenting to the school committee at the end of the year?

这些看起来都很合理，但当我们提出时，很多人会说：我没时间，或者我们没把这个列入计划，或者各种借口。

And these seem logical, but when we would bring them up, a lot of people would say, oh, I don't have time, or we didn't put that in the plan, or all the excuses.

所以，创建、行动、持续——这就是我目前的关注点。

So create, act, sustain is where I am today.

我不知道明天我会在哪里，但让我们先听听文斯的反应，然后是丽莎的，再融入你们认为变革性项目应该是什么样子的想法。

I don't know where I'll be tomorrow, but let's hear reaction Vince, and then Lisa, and then weave in what you think a transformational program should look like.

因为我觉得我们第一次见到卡罗尔时，我正在完成我的博士论文，现在已经完成了，这很棒。

Because I think when we first met Carol, I was wrapping up my doctoral dissertation, which is now done, which is great.

而我的研究重点是——

And the focus of-

太好了，鼓掌，好吧，我们需要庆祝，庆祝也是其中一部分，

Yay, bravo, okay, celebrate, we do need, part of this is celebration,

我之所以提到这一点，是因为我的论文是关于专业学习的可持续实施。

And the reason I bring that up is because my dissertation was on sustainable implementation of professional learning.

这可以说是我的论文的核心内容。

That was kind of the focus of my dissertation.

所以我特别认同你们提到的‘持续’部分，我认为这正是当前教育领域所面临的难题：人员流动频繁，而每次流动都会造成某种障碍，无论我们实施的是哪种项目——无论是导师制、入职培训，还是专业学习的实施，只要关键的专业学习负责人调岗，这些项目就可能付诸东流。

So I kind of latched onto your sustain piece, which I think is that's the operative conundrum that we're in in education right now is is there we're not there's lots of turnover and the turnover always kind of creates some sort of speed bump regardless of whatever program we're doing, whether it's mentorship or induction or implementation of professional learning, because that also goes out the window if your key professional learning person moves sites.

但最让我产生共鸣的是你谈到的实时收集反馈并进行调整，这在我的论文中我称之为‘监测’。

But I think the thing that that resonated the most with me was when you were talking about the collecting the feedback and modifying in real time, which in my dissertation I just called monitoring.

所以，监测和评估是两回事。

So there's monitoring and evaluation.

因此，当项目在持续进行时，我们一直在持续监控，对吧？

And so when the program is sustaining or when the program is going, of what it is, we are consistently monitoring, right?

就像你在放意大利面之前看着水烧开，而在最后更正式的活动中，我们会进行评估，我认为导师在这两个环节中都扮演着关键角色。

Like you're watching the pot of water boil before you put the pasta in and then at the end in more formalized events, we evaluate and I think the mentor plays a key role in both.

但我更倾向于把导师看作一个监控者。

But I see the mentor in a monitoring capacity.

我认为，如果存在导师与学员的关系，我非常想听听丽莎对此的看法，但在导师与学员的关系中，如果丽莎是我的全职导师，全年都陪伴着我，我觉得我会重视那些细微的调整和指导。

I think if there's a mentor mentee relationship, and I'm really interested to hear what Lisa has to say regarding this, but in the mentor mentee relationship, I feel like if if Lisa was my full time mentor and was was kind of with me all year, I think I would take value in the monitoring, the little adjustments, the coaching pieces.

而在正式评估以了解影响时，我不确定是否希望我的导师在场。

And then in the formalized evaluation to see what was the impact, I don't know if I want my mentor there specifically.

我认为他们需要参与讨论，但我实际上觉得，在由学区或认证机构进行正式评估时，他们应该坐在学员旁边。

I think they need to be a part of the conversation, but I actually see them sitting beside the mentee when the formal evaluation is happening from, let's say, district or from certifications.

对我来说，这就是我对你说的话的反应方式。

And for me, I think that is kind of how I see that's how I'm reacting to kind of what you said.

现在，我想暂时保留我对变革性导师计划的想法，因为我很想听听丽莎对

Now, I kind of want to withhold my transformative mentoring program ideas because I want to hear what Lisa has to say about

你说得对。

what you Right.

我想回应你刚才说的一点，因为现在我听懂了。

I want to react to one thing that you're saying because now I'm hearing you.

我们在谈论持续性时，实际上涉及两个不同的层面。

We're talking about the sustain it's really at two different levels.

一个是维持这种关系，这一点我之前没怎么想过；另一个是维持整个项目，让学区和学校——如果这是一个拥有15所学校的整个学区和组织——那么这个组织的领导者，也就是我们最终称之为‘首席导师’的人。

It's sustaining that relationship, which I hadn't really thought of, and sustaining the program so that the district and school, if there's this whole district and this organization with 15 schools, that the leader of that, that the, we, we ended up calling them lead mentors.

我们必须超越一对一的模式，这在我不停地在全州开展导师培训时，是实时发展出来的，因为当时他们说：‘我们做不到。’

Like, we had to go beyond the one on one, and that was developed in real time when I was doing these mentor trainings around the state because they were like, we can't.

谁来在我和学区总监之间发挥作用？

Who's going to be in between me and the superintendent?

首席导师模式创造了一条新的路径。

And the lead mentorship model created a new pathway.

它在组织中创造了一个新词。

It created a new word in the organization.

为了让他们在明年继续维持下去，他们必须监控所有关系的进展以及需要做出哪些调整。

For them to sustain it for next year, they had to monitor how all the relationships were going and what needed to change.

谢谢你帮我梳理清楚这一点。

So thank you for helping me tease that out a little.

好的，丽莎，谈谈你的看法，我也想听听你的意见。

All right, Lisa, reaction, and then I want to hear what you have to say as well.

是的，我在生活的许多领域都遵循一个很好的信条，我认为这个信条在这里非常适用，尤其是在思考变革性的导师项目时。

Yeah, there's a great mantra that I tend to live by in so many different areas of my life that I think is really applicable here when you think about transformative mentoring programs.

我知道我们也在讨论新教师入职支持，但我并非来自教师领域，我来自另一个领域。

And I know we're talking about induction here too, but I don't come from the teacher world, I come from the other world.

所以，卡罗尔，我会把这个观点延伸到入职支持领域，那就是：最重要的是，始终聚焦核心，对吧？

So we'll extrapolate that into the induction world for your listeners as well, Carol, which is that the main thing is to keep the main thing, the main thing, right?

最重要的是，始终聚焦核心，核心就是核心。

The main thing is to keep the main thing, the main thing.

当我们谈论导师计划、导师工作时——我甚至把范围扩大到比项目更广的倡议——我很喜欢你提到的‘从意图出发’，因为你知道，很容易盲目跟风加入导师潮流。

And when we talk about mentoring initiatives, mentoring, and I say initiatives even broader than programs, I love what you were saying about start with the intentionality because, you know, it's very easy to jump on a mentoring bandwagon.

是的，辅导是一件好事，但辅导不是跟风。

Yes, mentoring is a great thing, but mentoring is not a bandwagon.

辅导是通往其他目标的工具。

Mentoring is a vehicle to something else.

仅仅为了辅导而辅导是没有意义的。

Doesn't make sense to do mentoring just for the sake of mentoring.

进行辅导的意义在于它能帮助你达成目标。

It makes sense to do mentoring because it gets you to where you want to go.

所以，我很喜欢你提到的从项目的宗旨开始。

So, you know, I love that you said start with the purpose of the program.

你究竟想实现什么？

What is it that you're trying to accomplish?

当你明确这一点时，通常我们会通过一个称为MAD的辅导咨询团队来实现。

And when you come to that, you come to that from, we call it, usually call it a MAD, a mentoring advisory team.

我觉得你称之为委员会，其实是一回事，就是让所有相关方都参与进来。

I think you called it a committee, same kind of thing where you have all the different stakeholders.

拥有不同的利益相关者并不是为了开一个让桌边每个人都被代表的会议，尽管这当然很重要。

It's not different stakeholders for the sake of having a meeting where everybody at the table is represented, although that's certainly important.

那有多重目的，对吧？

There's multi purposes to that, right?

它有助于你确定可能的结果。

It helps you determine what the outcomes can be.

它有助于你识别可能的障碍。

It helps you identify what the obstacles can be.

拥有多元化的利益相关者有助于你的招募工作。

Having diverse stakeholders helps you with recruitment.

它有助于你解决问题。

It helps you with troubleshooting.

它有助于你进行匹配。

It helps you with matching.

在你需要像赶猫一样才能获得调查反馈、让人到场或类似事情时，它能帮上大忙。

It helps you to the extent that you have to kind of herd cats, so to speak, to get responses to your surveys or people in the door or what have you.

它能帮助你发现思维中的盲点。

It helps you identify where holes in your thinking might be.

因此，在讨论开发项目时，让多元化的利益相关者参与进来有非常多的理由。

So there's lots of different reasons to have diverse stakeholders at the table when you're talking about developing a program.

很多时候，潜在客户或现有客户会联系我，说：直接告诉我们，我们需要做什么来建立一个导师计划。

A lot of times people will call me, perspective or existing clients will say, just tell us what we need to do to set up a mentoring initiative.

我会告诉他们，我不是医生。

And I tell them I'm not a physician.

这里没有标准处方。

There's no prescription here.

这是一个咨询过程，取决于你设立它的具体背景。

It's a consultative process that depends on the context in which you are setting it up.

因此，这种有意识的规划非常重要。

So that intentionality is really, really important.

我也很喜欢你提到的，卡罗尔，关于与评估标准对齐的观点。

I also love what you said, Carol, about aligning to evaluation standards.

所以我们完全可以花一整季的播客来讨论如何衡量。

So we could spend an entire season of your podcast talking about ways to measure.

所以我不会在这里深入展开，但我认为应该将其与组织中重要的事项对齐。

So I won't go too deep in here, but I do think aligning it to what is important in the organization.

组织还在衡量哪些其他重要的指标？

What else is the organization measuring that counts?

对吧？

Right?

我这里在说空气引号。

I'm using air quotes.

我知道大家都在听，但看不到，那么到底什么才是重要的？

I know everybody's listening and not seeing, but what is it that counts?

什么才是真正重要的？

What is it that matters?

而导师制如何能引领我们达到那里？

And how can mentoring lead us there?

所以当你思考衡量标准时，你需要从导师和学员的层面来考虑。

So when you think about measurement, you wanna think about measurement at the level of the mentor and the mentee.

你需要从导师计划、导师项目层面来思考衡量，也要从组织层面来思考衡量。

You wanna think about measurement at the level of the mentoring initiative, the mentoring program, and you wanna think about measurement at the level of the organization.

有时候，这些组织指标会稍微滞后，因为达到那里需要一些时间。

Now, sometimes those organizational indicators will be lagging a little bit because it takes some time to get there.

但请记住，最重要的是始终聚焦最重要的事。

But remember that the main thing is to keep the main thing the main thing.

如果你希望教师在此过程中得到提升、留住更多教师、避免倦怠或培养某些领导能力，你就需要衡量这些目标对组织的长期意义。

And if you're looking to have teachers advance in there or to retain more teachers or avoid burnout or develop certain leadership skills, you wanna be measuring what that means for the organization in the long term.

所以我向你们抛出了很多内容。

So I've thrown a lot at you.

我只是想看看。

I'm just looking to see.

但我真的很喜欢这一点。

I love that though.

我现在也在记笔记。

I'm writing down notes now too.

所以这种随意的对话正演变成一场我非常喜欢的激烈辩论。

So this is the casual conversation that's getting a heated debate that I love.

所以当我们刚开始做这件事时，当我开始从事入职指导工作时，入职指导的重点更多是我与新教师建立联系。

So what we discovered when we were doing at the beginning, when I moved to working with an induction, so induction, the focus is more me connecting with the beginning teachers.

因此，我会负责导师培训并建立一个导师库，做好准备，拥有一个庞大的导师池，就像一个学区所说的，而不是一个小水坑——大多数学区都只有一个小水坑，不得不临时培训人。

So I'd be doing the mentor training and creating a pool of mentors, being prepared and having a big pool as one district called it instead of a puddle, like they, most of the districts have a puddle and they have to train somebody on the fly.

让我转变所有工作的关键在于，新教师希望被重新聘用，但他们不懂这些术语。

Here's what it was about that alignment to the standards and the teacher evaluation that shifted all of my work is that the novice teachers want to get rehired, and they don't know the language.

于是你有了这些新手教师，我们会进行非常棒的导师对话。

So you have these beginners, and we'd be having these fabulous mentoring conversations.

但导师们并没有做好准备。

But the mentor wasn't preparing.

他们懂这些术语，却没有有意识地与新教师交流或教授这些术语。

They knew the language, so they weren't intentionally talking or teaching the language to that novice teacher.

而这改变了你所说的意图，即让新手教师更有信心、更胜任以获得续聘。

And that shifted, what you're saying, the intentionality to make the novices more confident and competent to get rehired.

这开始改变学校领导在观察他们时的评估方式，因为他们掌握了这些术语，而不是保持如此随意的表达。

And it started to shift the way they would be assessed by the school leaders who were coming in to observe them because they knew the language instead of keeping it so informal.

天啊，谢谢你提到这一点，丽莎。

So, oh my god, thank you for bringing that up, Lisa.

文斯，对丽莎的反应是？

Vince, reaction to Lisa's

我的意思是，她可能写下了，我不知道我是不是在一句话里写了‘main’这个词最多次，但我写了：‘最重要的事就是保持最重要的事’，我当时想，这可不是什么像样的标语。

I mean, she probably I wrote down, I don't know if I could have written the word main more times in a sentence, but I wrote, Main thing is keep the main thing the main thing, and I'm like, that's not a proper sticker or something.

但我认为，无论你身处何地，依据标准进行评估这个理念很重要。在这里，我们有标准，阿尔伯塔省称之为‘教师质量标准’，它分为三个部分：教师质量标准、领导质量标准和学区主管领导质量标准，它们自然相互一致。

But I think the idea of measuring to standards, regardless of where you are, obviously we have standards here, we have, it's called the teacher quality standards here in Alberta, which are, we have a three kind of part standards, teacher quality standards, leadership quality standards, and then superintendent leadership quality standards, and they are naturally aligned.

它们都是在同一时间制定的。

They were all written at the same time.

因此，我们也依据这些标准进行评估，我认为这很重要，你最后提到的入职支持部分，其中一个关键点是‘共享语言’与‘共享理解’的区别。

And so we also measure to those things, and I think it's important, one of the things that you alluded to right at the end there with the induction piece is this idea of like shared language versus shared understanding.