Cultivating High-Quality Teaching Through Induction and Mentoring

ISBN-10: 0761938591
ISBN-13: 9780761938590
Edition: 2004
Authors: Carol A. Bartell
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Description: This text emphasizes high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice. It contains a special emphasis on under-prepared teachers and urban schools - those most in need of effective  More...

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Book details

List price: $36.95
Copyright year: 2004
Publisher: Corwin Press
Publication date: 8/14/2004
Binding: Paperback
Pages: 208
Size: 7.00" wide x 9.75" long x 0.50" tall
Weight: 0.836
Language: English

This text emphasizes high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice. It contains a special emphasis on under-prepared teachers and urban schools - those most in need of effective induction and mentoring.

Carol A. Bartell has been interested in teacher induction since 1988, when she first became involved with what was then the California New Teacher Project, a pilot project with fifteen districts in California. Her role was first as a faculty member at the University of Pacific in Stockton, and shortly after as a staff member at the California Commission on Teacher Credentialing, and finally, as a member of the Commission representing the independent California Colleges and Universities in her role as Dean of the School of Education at California Lutheran University. Her interest in assisting teachers in urban schools led her to accept, beginning in the fall of 2003, the position of Dean of the Charter College of Education at California State University, Los Angeles. Dr. Bartell has worked on a number of efforts related to teacher induc-tion. She served as project officer for the evaluation of the California induc-tion programs, led the initial state task force that developed the California Standards for the Teaching Profession, and led the development of the peer review process for the Beginning Teacher Support and Assessment Program. She has served on a number of national task forces and Commissions related to induction, including the National Commission on Professional Development and Support of Novice Teachers sponsored by the Association of Teacher Educators and Kappa Delta Pi, and the Interstate New Teacher Assessment and Support Consortium (INTASC). Before Dr. Bartell entered the state policy and the higher education arena, she was a teacher. Her P-12 teaching career spans eleven years in five different states in urban, rural, and suburban settings. She remembers what it was like to begin anew as a novice in a different teaching context. She still enjoys getting into the classroom, when her schedule permits, to work with university students preparing for that very important work in schools.

Foreword
Preface
The Challenges Facing Beginning Teachers
Understanding the Stages of Teacher Development
The Characteristics of Effective Induction Programs
Mentoring Strategies and Best Practices
Urban Schools and Induction
Standards-Based Teaching and Reflective Practice
Teacher Assessment
Developing Induction Policies to Shape Induction Practices
References
Index

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