Virtual Mentoring

In this chapter mentoring is defined as a sustained relationship between reflective practitioners. The purpose of this relationship is to build capacity to manage the complex classroom environment in ways that bring about instructional improvements. Where there is a difference in experience between these practitioners, what matters for the mentor’s effectiveness is expertise with applying reflective practices. Reflective practices within a virtual (distance) mentoring setting are identified and explored. Developing trust from a distance and understanding representational preferences are essential virtual mentoring practices. These practices were developed as ways to provide ongoing support to field-based instructional coaches charged with improving mathematics and science instruction in South Carolina middle schools. They are applicable in any P-12 classroom mentoring setting.