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Designed for mentors, administrators, and teacher educators, Mentoring Across Boundaries builds on the foundations of the authors' previous book, Mentoring Beginning Teachers, to explore many of the specific issues that impact the mentoring relationship.
While there are general mentoring strategies that apply to nearly all programs, the success of any individual mentoring situation is affected by the relationship between mentor and mentee, the school environment, the mentee's stage of career, and other influences.
Among the issues the authors explore are:
The most recent report from the National Commission on Teacher and America's Future states that “The conventional wisdom is that we can't find enough good teachers. The truth is that we can't keep enough good teachers.” Mentoring has proven one of the most effective ways to keep teachers in the field. With Mentoring Across Boundaries in hand, mentors and administrators will find the guidance they need to navigate many of the rough spots that have the potential to derail successful mentoring.
|Pt. I||Setting the Stage for Effective Mentoring||5|
|1||Choosing and Supporting Good Mentors||7|
|2||Mentoring Through Goal Setting: "Where Are We Going and How Do We Know We Have Arrived?"||22|
|Pt. II||Responding to Challenging Situations||41|
|3||Age and Gender||43|
|4||Mentoring Across Culture||74|
|5||Mentoring in Rural or Urban Schools||87|
|6||Moving Across Buildings or Districts: Experienced Teachers in New Environments||107|
|7||Mentoring the Teacher Teaching At-Risk Students||121|
|8||Mentoring to Avoid Burnout||135|
|9||Self-Mentoring: Coaching Oneself Toward Growth||154|
|10||Mentoring the Teacher Who Struggles||170|
|11||Thinking Outside the Box: Using Technology to Support Mentoring||190|
|App. A||Internet Resources for Mentors and Beginning Teachers||204|
|App. B||Sample Mentoring Questionnaires||207|