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Mentoring Beginning Teachers: Guiding, Reflecting, Coaching

Overview

New teachers once shared the unhappy experience of being set adrift in their first classrooms, relying only on what they had learned in preservice courses or picked up from brief stints of student teaching. This is fortunately no longer the case, for preservice and inservice programs have wisely enlisted practicing veteran teachers as mentors to help beginning teachers start their careers with confidence and support. Mentoring enables beginning teachers to explore their beliefs and challenge their assumptions ...
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Mentoring Beginning Teachers: Guiding, Reflecting, Coaching

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Overview

New teachers once shared the unhappy experience of being set adrift in their first classrooms, relying only on what they had learned in preservice courses or picked up from brief stints of student teaching. This is fortunately no longer the case, for preservice and inservice programs have wisely enlisted practicing veteran teachers as mentors to help beginning teachers start their careers with confidence and support. Mentoring enables beginning teachers to explore their beliefs and challenge their assumptions about teaching under the watchful guidance of more experienced colleagues.

This book offers strategies for those K-12 teachers who work as mentors with beginning teachers in their school districts. The authors provide a view of mentoring beginning teachers that is enlightening and rewarding for both the mentor and the novice. By modeling reflective thinking practices mentors enhance both their own and the beginning teacher's professional growth. And drawing from their own experiences, mentors respond to questions from novices with practical ideas supported by sound theoretical principles.

The authors illustrate how to move the beginning teacher beyond the typical plan-teach-evaluate mode to a higher level of joint assessment and reflection. The authors provide philosophical insights, a theoretical framework, and mentoring models and strategies for working with beginning educators. Specific teacher anecdotes, journal entries, reflective writings, and other illustrations provide examples of ongoing mentor/beginning teacher communications. Also included are recommendations for mentor/beginning teacher pairings, questions to open collegial conversations, prompts forteacher reflection, and a section on the most commonly asked mentor questions. These practical ideas, substantiated by theoretical principles, encourage a rich, rewarding mentoring experience for both the mentor and the beginning teacher.

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Product Details

  • ISBN-13: 9781571103093
  • Publisher: Stenhouse Publishers
  • Publication date: 1/28/2000
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 144
  • Product dimensions: 6.06 (w) x 8.96 (h) x 0.37 (d)

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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