Mentoring Beginning Teachers Guiding, Reflecting, Coaching

ISBN-10: 1571107428

ISBN-13: 9781571107428

Edition: 2nd 2009

Authors: Jean Boreen, Donna Niday, Joe Potts, Mary K. Johnson

List price: $21.00 Buy it from $2.00
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The first edition ofMentoring Beginning Teacherswas named an Outstanding Academic Title by the American Library Associationrsquo;sChoicemagazine in 2000. The expanded second edition-packed with insights, anecdotes, and updated research-provides mentors with a road map for helping new teachers become confident, reflective educators. The collaborative model outlined in the book is enlightening and rewarding for the mentor and the novice alike. The authors have incorporated the latest findings on all aspects of mentoring-from preparing to be a mentoring guide or coach to school culture and parent outreach. Teachers will find five new chapters on working with ELL students, working with parents, curriculum mapping, school culture, and the role of administrators within an effective mentoring system. Organized around a series of questions, the book allows mentors to quickly locate practical advice to match any mentoring situation. The range of resources includes: recommendations for pairing mentors and teachers, questions to jump-start conversations, ideas for teacher reflection, and answers to the most commonly asked mentor questions. Mentoring Beginning Teachers, Second Editionprovides a comprehensive and tested plan for helping mentors guide new teachers in moving beyond the basics of plan/teach/evaluate to a higher level of joint assessment and inquiry.
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Book details

List price: $21.00
Edition: 2nd
Copyright year: 2009
Publisher: Stenhouse Publishers
Publication date: 1/22/2009
Binding: Paperback
Pages: 208
Size: 7.50" wide x 9.50" long x 0.50" tall
Weight: 0.946
Language: English

Why Do I Want to Be Part of a Mentoring Experience?
Why Do We Need Mentors?
The Need for Mentoring
An Overview of Mentoring
Mentoring Benefits
Mentoring Recommendations
Mentoring Tensions
Working with Team Mentors
Working with the University Supervisor
Working with School Administrators
How Do I Prepare to Be a Mentoring Guide?
Welcoming the Beginning Teacher
Providing Freedom to Experiment
How Do I Prepare to Be a Mentoring Coach?
Thinking Like a Mentoring Coach
Becoming a Reflective Dialogue Coach
How Do I Encourage Reflection?
Why Reflection?
Activities That Promote Reflection
Reflection Promotes Professionalism
How Do I Help with Classroom Management Challenges?
Problems and Challenges
Principles of Management
How Do I Encourage Teachers Who Work with English Language Learners?
Teacher Stories
What Mentors Should Know About English Language Teaching
Questions Encountered by ELL Mentors
How Do I Help Integrate Beginning Teachers into the School Culture?
Self-Assessing the School Culture
Respecting the Beginning Teacher's Perspective
Introducing the Faculty and Staff
Modeling Respect for Administrators
Explaining School Norms and Traditions
How Do I Promote Effective Relationships with Parents/Guardians?
Initial Interactions
Open Houses and Parent/Teacher Conferences
Unexpected Conferences
Technology Aids
Communication Logs and Documentation
How Do I Provide Mentoring Opportunities During Curriculum Mapping?
What Is Curriculum Mapping?
Mentoring Using Horizontal Curriculum Mapping
How Should Mentors Communicate with Administrators?
Roles and Boundaries
Communication with Established Guidelines
Support and Evaluation for Mentors
How Do I Encourage Professional Development?
Individual Professional Development Plan
Professional Development Pathways
The Professional Development Portfolio
"What If?" Questions from Mentors
Questions for Any Mentoring Situations
Mentoring the Student Teacher
Mentoring the Beginning Teacher
Resources for Teachers
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