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