Mentoring Beginning Teachers: Guiding, Reflecting, Coaching / Edition 2

Mentoring Beginning Teachers: Guiding, Reflecting, Coaching / Edition 2

by Jean Boreen, Donna Niday, Mary K. Johnson, Joe Potts
     
 

ISBN-10: 1571107428

ISBN-13: 9781571107428

Pub. Date: 01/28/2009

Publisher: Stenhouse Publishers

The first edition of Mentoring Beginning Teachers was named an Outstanding Academic Title by the American Library Association’s Choice magazine 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.

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Overview

The first edition of Mentoring Beginning Teachers was named an Outstanding Academic Title by the American Library Association’s Choice magazine 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 Edition provides 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.

Product Details

ISBN-13:
9781571107428
Publisher:
Stenhouse Publishers
Publication date:
01/28/2009
Edition description:
Second
Pages:
208
Sales rank:
735,568
Product dimensions:
7.20(w) x 9.20(h) x 0.60(d)
Age Range:
5 - 17 Years

Table of Contents

Preface x

Acknowledgments xiii

1 Why Do I Want to Be Part of a Mentoring Experience? 1

2 Why Do We Need Mentors? 5

The Need for Mentoring 5

An Overview of Mentoring 8

Mentoring Benefits 10

Mentoring Recommendations 11

Mentoring Tensions 14

Working with Team Mentors 18

Working with the University Supervisor 20

Working with School Administrators 21

Summary 23

3 How Do I Prepare to Be a Mentoring Guide? 25

Welcoming the Beginning Teacher 26

Providing Freedom to Experiment 32

Summary 35

4 How Do I Prepare to Be a Mentoring Coach? 37

Thinking Like a Mentoring Coach 38

Becoming a Reflective Dialogue Coach 40

Summary 54

5 How Do I Encourage Reflection? 55

Why Reflection? 56

Activities That Promote Reflection 59

Reflection Promotes Professionalism 70

Summary 71

6 How Do I Help with Classroom Management Challenges? 73

Problems and Challenges 74

Principles of Management 76

Summary 83

7 How Do I Encourage Teachers Who Work with English Language Learners? 85

Teacher Stories 86

What Mentors Should Know About English Language Teaching 89

Questions Encountered by ELL Mentors 93

Summary 97

8 How Do I Help Integrate Beginning Teachers into the School Culture? 99

Self-Assessing the School Culture 100

Respecting the Beginning Teacher's Perspective 101

Introducing the Faculty and Staff 103

Modeling Respect for Administrators 105

Explaining School Norms and Traditions 106

Summary 107

9 How Do I Promote Effective Relationships with Parents/Guardians? 109

Initial Interactions 111

Open Houses and Parent/Teacher Conferences 112

Unexpected Conferences 116

Technology Aids 119

Communication Logs and Documentation121

Summary 121

10 How Do I Provide Mentoring Opportunities During Curriculum Mapping? 123

What Is Curriculum Mapping? 124

Mentoring Using Horizontal Curriculum Mapping 125

Summary 130

11 How Should Mentors Communicate with Administrators? 131

Roles and Boundaries 132

Communication with Established Guidelines 133

Support and Evaluation for Mentors 137

Summary 141

12 How Do I Encourage Professional Development? 143

Individual Professional Development Plan 144

Professional Development Pathways 148

The Professional Development Portfolio 154

Summary 155

13 "What If?" Questions from Mentors 157

Questions for Any Mentoring Situations 158

Mentoring the Student Teacher 160

Mentoring the Beginning Teacher 171

Appendix 175

Resources for Teachers 177

References 187

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