Table of Contents
Foreword - Ellen MoirAcknowledgmentsAbout the Authors1. Introduction: First Things FirstRoles for Those Who MentorCooperating TeacherSupport ProviderPeer Coach or MentorYour Rights and Responsibilities as a MentorWhat This Book DoesExercises1.1 Recording Your Roles and Responsibilities1.2 Setting a Purpose to Read1.3 Let's Go Surfing Now2. Teacher DevelopmentThe Concerns and Reflections of Student TeachersNovice Teachers and How They Differ From YouThe Tasks Novice Teachers AccomplishKnowledge of PupilsImage of Self as TeacherIntegrated Procedural RoutinesCategories of Concern and Changes That OccurThinking About Your New Teacher Partner's ThinkingExercises2.1 Self-Study2.2 Making Connections2.3 Study in Pictures3. Building a Base for the PartnershipBuilding Relationships Through Trust and UnderstandingGetting to Know Each Other as PeopleGetting to Know Each Other as ProfessionalsBuilding Effective Communication StrategiesSetting and Sharing ExpectationsActive ListeningOngoing CommunicationExercises3.1 Uncommon Commonalities3.2 Predictions3.3 Discussion Starters3.4 I Need/I Like Statements3.5 Metaphors for Teaching3.6 Knowledge Chart: Setting Goals for the Term4. University Supervision: The Triad"Who Is That Person and Why Is She Here? "Understanding the Essentials of the Supervision TriadSharing Goals and Appreciating PerspectivesSharing Space and PowerSharing Time and EffortContext for Communication and CollaborationExercises4.1 Understanding Expectations4.2 Preparing for a Supervision Conference4.3 Rating the University Supervisor, Part 14.4 Rating the University Supervisor, Part 24.5 Rating Yourself5. Off and Running: The First WeekUsing the First Week to Build Your RelationshipBuilding Trust With the Student TeacherBuilding Trust With the New Teacher PartnerBuilding Communication StructuresClear ExpectationsFeedback MechanismsPlanning the Student Teaching ExperienceBecoming Familiar With the Students, Classroom, School, and Local ContextGetting to Know the StudentsGetting to Know the ClassroomGetting to Know the School and DistrictGetting to Know the NeighborhoodParting WordsExercises5.1 First Week: The Off-and-Running Report Card5.2 Assumption of Responsibility Plan5.3 Getting to Know Our Classroom6. Helping Novices Learn the Roles of TeachingThe Complexity of TeachingComplex ConditionsTeachers' Many RolesTeachers' Visions of Their WorkTensions in TeachingThe Moral Dimension of TeachingThe Layeredness of the Experience Teacher Partner's RoleSupporting Competence in a Multifaceted ProfessionStart With a VisionPerceive and Address Classroom ComplexityWork Across the Range of Teacher RolesHonor the Tensions of TeachingAttend to the Moral Dimension of TeachingExercises6.1 Articulating a Vision of Education6.2 Looking for Classroom Complexity6.3 A Few of the Many Roles of Teaching6.4 Responding to a Case With Moral Implications7. Observation and FeedbackThe Power of FeedbackBefore They TeachWhile They LearnAfter the LessonFormal ObservationScientific ApproachArtistic SupervisionClinical SupervisionLooking AheadExercises7.1 Joe's First Lesson Observation7.2 Practicing the Scientific Aproach7.3 Practicing the Artistic Approach7.4 Practicing the Clinical Approach8. Summative EvaluationThe Logic of EvaluationWhat Will Be Judged?Setting Standards of PerformanceData and DocumentationMaking Data-Based Final JudgmentsHow the Process Can Work for YouPreparing the Summative EvaluationCommunicating ResultsExercises8.1 The Top Five Skills for Beginning Teachers8.2 Summative Evaluation: Questions to Ask and Answer8.3 Measuring Up to the Role of Evaluator8.4 Evaluating Evaluation9. Working With a Student Teacher in TroubleWhat Would You Do?Framing the StruggleLack of Probable Potential or Presence of Developmental Delay?Lack of Ability or Lack of Teachability?Marginal or Failing Performance?Now What?Helping Your Mentee Understand the ProblemAwareness PhaseAssistance PhaseMaking Final DecisionsSuccessful ResolutionExercises9.1 Framing the Struggle9.2 Communication of Concern9.3 Early Interventions9.4 Preparing for a Difficult Conference9.5 Conference Format10. Growing as a ProfessionalDefining Action ResearchAction ResearchConducting Action ResearchGetting Going in Action Research: A Few TipsCollaborationPeer CollaborationsProfessional Community Collaborations: Teacher Education AccreditationAdvanced Certification and DegreesCertificationGraduate DegreesParting WordsExercises10.1 Personal Professional Inquiries10.2 Inquiring Into Action Research10.3 Investigating National Board Certification10.4 Building and Sharing Professional Portfolios10.5 Revising the BookReferencesIndex