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Foreword | |
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Preface to the Third Edition | |
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Who Should Read This Book | |
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Overview of the Contents | |
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Acknowledgments | |
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About the Author | |
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Introduction | |
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Support for Mentoring | |
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Effective Mentors Are Made, Not Born | |
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Mentoring Is Not Evaluating | |
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Mentoring's Role in Induction | |
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The Mentor's Primary Role | |
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What Mentors Do: The Four Mentoring Functions | |
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Teacher Mentor Standards | |
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Relating | |
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Establishing Trust | |
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Paying Attention to Thoughts and Feelings | |
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Confidentiality | |
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The Student Teacher Dilemma | |
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Communicating Nonverbally | |
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A Checklist of Relating Behaviors | |
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A Mentoring Relationship Is a Serving Relationship | |
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Assessing | |
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The Nontraditional New Teacher | |
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Generic Needs of New Teachers | |
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Specific Needs of Your Mentee | |
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Gathering Resources | |
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Your Mentee's Learning Preferences | |
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Modes of Communication | |
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Summary | |
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Coaching | |
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Coaching Assumptions | |
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The Coaching Cycle | |
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The Preobservation Conference | |
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The Initial Classroom Visit | |
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Focused Classroom Observations: When and How | |
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Some Observation Considerations | |
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The Postobservation Conference | |
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When to Show and Tell | |
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Coaching Adults | |
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Feedback | |
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Guiding | |
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Guiding Your Mentee's Journey: A Decision-Making Process | |
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Identifying Your Mentee's Problems | |
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Guiding Principles | |
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The Unwilling and Unable Mentee | |
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The Moderately Willing and Somewhat Able Mentee | |
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The Competent and Confident Mentee | |
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The All-of-the-Above Mentee | |
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From Mentor-Mentee to Peer-Peer | |
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Mentoring's Legacy: Career-Long Professional Development | |
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Teacher's Inquiry Process | |
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From TIP to MIP | |
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Tips and Observations | |
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Set Ground Rules Early | |
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Help Change Happen | |
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Avoid Information Overload | |
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Share Decision Making | |
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Know When to Intervene | |
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Mentoring, Remediating, and Peer Review | |
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Maintain the Relationship | |
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Don't Forget Content | |
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What Is Your Mentee Asking For? | |
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Know When to Wean | |
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Find Time to Mentor | |
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Earn Points Toward Teacher Recertification | |
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Reflect on Your Mentoring | |
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Consider Multiple Mentors | |
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Build a Mentoring Community | |
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Find Networking Opportunities | |
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Remember, Student Learning Is the Goal | |
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Pass the Torch | |
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Teacher Mentor Standards | |
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Core Propositions | |
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Teacher Mentor Standards | |
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Learning Style Inventory: Discovering How You Learn Best | |
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Mentor's Inquiry Process for Experienced Mentors | |
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Focus | |
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What Will It Be Like? | |
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Activities | |
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What Are Your Chances Of Completing the Activities? | |
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When Do You Want It? | |
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Costs | |
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Does It Represent a Worthwhile Challenge? | |
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The Connecticut Competency Instrument | |
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Management of the Classroom Environment | |
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Instruction | |
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Assessment of Student Progress | |
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Annotated Bibliography | |
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References | |