Mentoring in Action: A Month-by-Month Curriculum for Mentors and Their New Teachers / Edition 1

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This one-of-a-kind resource walks new teachers and their mentors through a full year of exercises addressing everything from lesson planning to behavior management. Mentoring is one of the fastest-growing areas of teacher development. It is essential to teacher retention in an age of teacher shortages and teacher recruitment. It contains a month-by-month guide for both mentors and new teachers. It includes numerous forms and practical tips for creating effective mentoring meetings for both the new teacher and the student teacher. The book outlines how to identify and discuss difficult issues as mentors and new teachers work together. It also includes essential classroom management and discipline ideas for beginners.
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Product Details

  • ISBN-13: 9780205438983
  • Publisher: Pearson
  • Publication date: 9/2/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 288
  • Sales rank: 956,622
  • Product dimensions: 8.40 (w) x 10.70 (h) x 0.80 (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 to learn more.

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Table of Contents

Introduction: A Letter to the Readers

Part I. Inducting a New Teacher into the Teaching Profession: Year 1

Components of a High Quality Induction Program

What is Induction?

A Plan for Induction




Professional Development


The Role of the Mentor

What Should a Mentor Strive for?

Expanding the One-to-One Model of Mentoring

Differentiated Mentoring

Five Principles For Effective Mentoring

Acknowledging Who You Are and What You Bring to The Mentoring Experience

Building A Relationship With New Teachers

Creating Opportunities for Quality Conversations

Participating in On-Going Reflection

Maintaining a Professional Community of Learners

Mentoring In ACTION? What Does that Mean?

Part II. Month By Month Mentoring: A Guide to Quality Discussions Between Mentors and New Teachers

Why Do We Need a Mentoring Curriculum?

A Month By Month Timeline for Mentoring





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