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The First Year Matters / Edition 1

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Overview

The First Year Matters was written to be a companion to Mentoring in Action , also by Carol Pelletier. Organized in the same month-by-month format, The First Year Matters organizes the first hectic year of teaching so that new teachers and student teachers can have a ready reference for their thoughts and journal entries. It also provides topics of discussion for meeting with their mentor, activities for discussion, and goal setting for the coming month. For teachers who are required to maintain a district or state portfolio for licensing, this guide can be used to demonstrate what they have been doing each month.

The first year of teaching is an overwhelming experience. Many new teachers are so busy that they overlook some of the basic skills of teaching. Working with a teacher mentor can aid new teachers in having a sounding board for questions and someone with whom to share the experience. Mentors are important to the success of the beginning teacher and to their continued success in the teaching profession. Often new teachers get discouraged in their first year and give up on teaching. This book is designed to help them through the crucial first year so they will stay in this wonderfully rewarding profession.

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Product Details

  • ISBN-13: 9780205585557
  • Publisher: Pearson
  • Publication date: 8/15/2008
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 288
  • Sales rank: 422,510
  • Product dimensions: 8.50 (w) x 10.80 (h) x 0.70 (d)

Meet the Author

Carol Pelletier Radford is the Program Director for a Transition to Teaching federal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts—Dartmouth. She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperating

teacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books: Techniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers. For the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools.

Visiit carolpelletierradford.com to learn more.

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Table of Contents

Table of Contents

Introduction: A Letter to YOU the new teacher!

Part I. Being inducted into the teaching profession: Year 1

What is Induction?

Building a Relationship With Your Mentor

INTASC Principles and How They Relate to You

Being Mentored… In ACTION? What Does that Mean?

Part II. Month By Month Mentoring: Reflection and Quality Discussions

Why Do We Need a Mentoring Curriculum?

A Month By Month Framework for Reflection and Discussions

PLAN

CONNECT

ACT

REFLECT

SET GOALS

August: Orientation to the School & Community: Space, Procedures, Resources, Values, and Culture

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 What Do You Bring To Teaching?

ACT #2 Getting to Know Your Mentor

ACT #3 Goals and Expectations for the Mentoring Experience

ACT #4 Orientation to the School and District: Meeting Important People

ACT #5 Orientation to the Students and Their Families in the Community

ACT #6 Being Mentored

ACT #7 Creating a Survival Packet- What You Need To Know Now

ACT #8 The First Days and Weeks

ACT #9 Other Support Systems for New Teachers: University Connections

ACT #12 District Evaluation and Support Sessions for Teacher Induction

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

September: Beginning the School Year Successfully: Creating a Community of Learners in the Classroom

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Creating A Community of Learners in Your Classroom

ACT #2 Getting to Know the Students

ACT #3 Creating a Classroom Profile

ACT #4 Learning About Learning Styles

ACT #5 Establishing Routines

ACT #6 Rules Rewards and Consequences

ACT #7 First Month of School Issues

ACT #8 Organizing Your First Classroom

ACT #9 Classroom & Behavior Management Issues

ACT #10 Looking at Student Work

ACT #11 Communicating With Parents

ACT #12 New Teacher Needs

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

October: Teaching for Understanding: Planning and Delivering Effective Instruction

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Creating a Lesson Plan

ACT #2 Planning for Understanding

ACT #3 What Should The Students Know and Be Able to Do?

ACT #4 Engaging Learners in Meaningful Learning Experiences

ACT #5 Pacing a Lesson

ACT #6 Organizing a Lesson

ACT #7 Designing a Unit

ACT #8 A Unit Organizer

ACT #9 Classroom & Behavior Management Issues

ACT #10 Looking at Student Work

ACT #11 Communicating With Parents

ACT #12 New Teacher Needs

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

November: Assessing Diverse Learners: How Do Teachers Know Students Have Learned?

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 How Are Students Assessed and Evaluated?

ACT #2 Linking Lesson Plans to Assessment

ACT #3 Tapping in to Students’ Prior Knowledge

ACT #4 A Variety of Ways to Observe Student Learning

ACT #5 Formative and Summative Assessments

ACT #6 Using Rubrics and Portfolios to Assess Performance

ACT #7 Documenting Progress and Record Keeping Strategies

ACT #8 Can Students Monitor Their Progress?

ACT #9 Communicating With Students About Their Progress

ACT #10 Classroom & Behavior Management Issues

ACT #11 Looking at Student Work

ACT #12 Communicating With Parents

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

December: Maintaining Balance: Teaching and Keeping the Students Interested

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Revisiting Behavior Management

ACT #2 Keeping Special Needs Students Engaged in Learning

ACT #3 Avoid Common Problems and Keep Students Interested

ACT #4 When is it Time To Seek Additional Support?

ACT #5 Problem Solving and Critical Thinking

ACT #6 Classroom & Behavior Management Issues

ACT #7 Looking at Student Work

ACT #8 Communicating With Parents

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

January: Beginning a New Calendar Year: Looking Back and Moving Forward

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Looking Back

ACT #2 Moving Forward

ACT #3 What Do I Believe?

ACT #4 Constructing a Sociogram

ACT #5 Using Drawings to Gain Student Perspective

ACT #6 Social Activities and a Sense of Humor!

ACT #7 Classroom & Behavior Management Issues

ACT #8 Looking at Student Work

ACT #9 Communicating With Parents

ACT #10 Preparing a Professional Portfolio

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

February: Engaging Students in the Curriculum: Focus on Content Through Active Inquiry

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Using Varied Teaching Strategies

ACT #2 Giving Students Choices to Enhance Learning

ACT #3 Homework and Opportunities for Enrichment

ACT #4 How Much Time?

ACT #5 Classroom & Behavior Management Issues

ACT #6 Looking at Student Work

ACT #7 Communicating With Parents

ACT #8 Observing Yourself Through Active Listening

ACT #9 Preparing a Professional Portfolio

ACT #10 New Teacher Needs

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

March: Collaborating With the New Teachers: Observing and Building a Trusting Relationship

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Receiving Feedback

ACT #2 Pre Conference Conversation is a Must

ACT #3 Being Observed

ACT #4 Preparing for a Principal Observation

ACT #5 Connecting to Professional Organizations

ACT #6 Connecting to Community Resources

ACT #7 Classroom & Behavior Management Issues

ACT #8 Looking at Student Work

ACT #9 Communicating With Parents

ACT #10 Being Observed By Your Mentor

ACT #11 Preparing a Professional Portfolio

ACT #12 New Teacher Needs

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

April: Standards: Creating Meaningful Standards-Based Learning Experiences for Students

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Relating Classroom Curriculum to District Standards

ACT #2 TTT vs STT

ACT #3 Relating Standards to Real Life

ACT #4 Observing an Individual Student

ACT #5 Observing a Small Group

ACT #6 Classroom & Behavior Management Issues

ACT #7 Looking at Student Work

ACT #8 Communicating With Parents

ACT #9 Observing New Teacher(s)

ACT #10 Preparing a Professional Portfolio

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

May: Assessing Students’ Progress: High Stakes Tests and Teacher Tests

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Assessing Students’ Progress

ACT #2 Classroom & Behavior Management Issues

ACT #3 Looking at Student Work

ACT #4 Communicating With Parents

ACT #5 Self Assessment

ACT #6 Preparing a Professional Portfolio

REFLECT At the end of the month

SET GOALS Based on your needs for next month’s discussions and reflection

June: Completing the Year: Paper work, Relationships, and Closing a Room

REFLECT Journal Entry

PLAN Being Mentored…in Action (Questions, Organizer, Planner, Calendar)

CONNECT People, readings, professional associations, resources, and technology

ACT Organize a New Teacher Support Group

Select activities from the menu for quality reflection and discussions

ACT #1 Closing Procedures and Paperwork

ACT #2 Video-taping

ACT #3 Letter to Myself

ACT #4 Letter to Future First Year Teachers

ACT #5 Letter to Students and Parents

ACT #6 Letter to Your Mentor

ACT #7 Classroom & Behavior Management Issues

ACT #8 Looking at Student Work

ACT #9 Communicating With Parents

ACT #10 Mentor Reflection

ACT # 11Preparing a Professional Portfolio: Table of Contents

ACT #12 Sharing Your Professional Portfolio

REFLECT At the end of the month

SET GOALS For Year 2

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