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| Preface | |
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| Introduction: A Letter to the Readers | |
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| Inducting a New Teacher into the Teaching Profession | |
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| Components of a High-Quality Induction Program | |
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| What is Induction? | |
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| A Plan for Induction | |
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| Resources | |
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| Orientations | |
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| Mentoring | |
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| Professional Development | |
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| Evaluation | |
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| The Role of the Mentor | |
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| What Should a Mentor Strive For? | |
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| Expanding the One-to-One Model of Mentoring | |
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| Differentiated Mentoring | |
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| Five Principles for Effective Mentoring | |
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| Acknowledging Who You Are and What You Bring to the Mentoring Experience | |
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| Building Relationships with New Teachers | |
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| Creating Opportunities for Quality Conversations | |
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| Participating in Ongoing Reflection | |
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| Maintaining a Professional Community of Learners | |
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| Mentoring In Action? What Does That Mean? | |
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| Month-by-Month Mentoring: A Guide to Quality Discussions between Mentors and New Teachers | |
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| Why Do We Need a Mentoring Curriculum? | |
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| A Month-by-Month Timeline for Mentoring | |
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| Plan | |
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| Connect | |
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| Act | |
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| Reflect | |
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| Set Goals | |
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| August: Orientation to the School and Community: Space, Procedures, Resources, Values, and Culture | |
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| Plan Agendas and Schedule Meetings | |
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| Connect with People, Readings, Professional Associations, Resources, and Technology | |
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| Activities: Select Topics for Quality Discussions | |
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| What Do You Bring to the Mentoring Experience? | |
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| Before You Meet Your New Teachers | |
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| Getting to Know Your New Teachers' Expectations | |
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| What Do New Teachers Bring to Teaching? | |
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| Orientation to the School and District: Meeting Important People | |
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| Orientation to the Students and Their Families in the Community | |
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| Goals and Expectations for the Mentoring Experience | |
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| Creating a Survival Packet: What New Teachers Need to Know Now! | |
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| How New Teachers Can Get the Most out of Being Mentored | |
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| Other Support Systems for New Teachers: University Connections | |
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| The First Days and Weeks of School | |
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| District Evaluation and Support Sessions for Teacher Induction | |
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| Reflect on This Month's Discussions | |
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| Set Goals for Next Month | |
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| September: Beginning the School Year Successfully: Creating a Community of Learners in the Classroom | |
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| Plan Agendas and Schedule Meetings | |
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| Connect with People, Readings, Professional Associations, Resources, and Technology | |
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| Activities: Select Topics for Quality Discussions | |
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| Creating a Community of Learners in Your Classroom | |
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| Getting to Know the Students | |
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| Creating a Classroom Profile | |
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| Learning about Learning Styles | |
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| Establishing Routines | |
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| Rules, Rewards, and Consequences | |
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| First Month of School Issues | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| New Teacher Needs | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| October: Teaching for Understanding: Planning and Delivering Effective Instruction | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Creating the Lesson Plan | |
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| Planning for Understanding | |
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| What Should the Students Know and Be Able to Do? | |
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| Engaging Students in Meaningful Learning Experiences | |
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| Pacing a Lesson | |
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| Organizing a Lesson | |
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| Designing a Unit | |
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| A Unit Organizer | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| November: Assessing Diverse Learners: How Do Teachers Know Students Have Learned? | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| How Are Students Assessed and Evaluated? | |
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| Linking Lesson Plans to Assessment | |
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| Tapping into Students' Prior Knowledge | |
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| A Variety of Ways to Observe Student Learning | |
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| What Should Students Know and Be Able to Do? | |
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| Formative and Summative Assessments | |
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| Using Rubrics and Portfolios to Assess Performance | |
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| Progress Documentation and Record Keeping Strategies | |
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| Can Students Monitor Their Own Progress? | |
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| Communicating with Students about Their Progress | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| December: Maintaining Balance: Teaching and Keeping the Students Interested | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Revisiting Behavior Management | |
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| Keeping Special Needs Students Engaged in Learning | |
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| Avoiding Common Problems and Keeping Students Interested | |
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| When Is It Time to Seek Additional Support? | |
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| Problem Solving and Critical Thinking | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| January: Beginning a New Calendar Year: Looking Back and Moving Forward | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Looking Back | |
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| Moving Forward | |
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| What Do I Believe? | |
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| Constructing a Sociogram | |
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| Using Drawings to Gain Student Perspective | |
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| Social Activities and a Sense of Humor! | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| Observing New Teachers | |
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| Preparing a Professional Portfolio | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| February: Engaging Students in the Curriculum: Focus on Content through Active Inquiry | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Using Varied Teaching Strategies | |
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| Giving Students Choices to Enhance Learning | |
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| Homework and Opportunities for Enrichment | |
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| How Much Time? | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| Observing New Teachers | |
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| Preparing a Professional Portfolio | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| March: Collaborating with New Teachers: Observing and Building a Trusting Relationship | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Ways to Provide Feedback | |
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| Preconference Conversation Is a Must | |
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| Observing a New Teacher | |
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| Preparing a New Teacher for a Principal Observation | |
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| Connecting New Teachers to Professional Organizations | |
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| Connecting New Teachers to Community Resources | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| Observing New Teachers | |
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| Preparing a Professional Portfolio | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| April: Standards: Creating Meaningful Standards-Based Learning Experiences for Students | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Relating Classroom Curriculum to District Standards | |
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| TTT versus STT (Teacher Talking Time versus Student Talking Time) | |
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| Relating Standards to Real Life | |
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| Observing an Individual Student | |
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| Observing a Small Group | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| Observing New Teachers | |
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| Preparing a Professional Portfolio | |
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| New Teacher Needs | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| May: Assessing Students' Progress: High-Stakes Tests and Teacher Assessment | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Assessing Students' Progress | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| Observing New Teachers | |
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| Preparing a Professional Portfolio | |
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| New Teacher Needs | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Month | |
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| June: Completing the Year: Paperwork, Relationships, and Closing a Room | |
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| PLAN Agendas and Schedule Meetings | |
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| CONNECT with People, Readings, Professional Associations, Resources, and Technology | |
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| ACTIVITIES: Select Topics for Quality Discussions | |
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| Closing Procedures and Paperwork | |
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| Videotaping | |
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| A Letter to Myself | |
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| A Letter to Future First-Year Teachers | |
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| A Letter to Students and Parents | |
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| A Letter to the Mentor | |
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| Classroom and Behavior Management Issues | |
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| Looking at Student Work | |
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| Communicating with Parents | |
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| Observing New Teachers | |
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| Preparing a Professional Portfolio: Table of Contents | |
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| Sharing the Professional Portfolio | |
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| New Teacher Needs | |
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| REFLECT on This Month's Discussions | |
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| SET GOALS for Next Year | |
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| Final Evaluation | |
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| What Have You Learned? | |
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| Next Steps | |
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| Mentor Templates for Quality Conversations with New Teachers | |
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| Meeting Templates | |
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| The Five-Minute Meeting: Giving an Authentic Compliment | |
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| The Ten-Minute Meeting: Sharing an Idea or Resource | |
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| The Fifteen-Minute Meeting: Problem to Possibilities | |
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| The Twenty-Minute Meeting: What's Working? How Do You Know? | |
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| The Thirty-Minute Meeting: Looking at Student Work Together | |
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| The Sixty-Minute Meeting: Observing the Mentor | |
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| The Integrated Meeting: Focus on Student Learning | |
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| Teacher Research: Inquiry into Practice-Finding a Question and Finding the Answers | |