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Mentoring new teachers /
Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coac...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
Corwin Press,
©2008.
|
| Edición: | 3rd ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Portner, Hal. | |
| 245 | 1 | 0 | |a Mentoring new teachers / |c Hal Portner ; forward by Gerald N. Tirozzi. |
| 250 | |a 3rd ed. | ||
| 260 | |a Thousand Oaks : |b Corwin Press, |c ©2008. | ||
| 300 | |a 1 online resource (xvii, 148 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | 0 | |t Support for Mentoring |g 3 -- |t Effective Mentors Are Made, Not Born |g 4 -- |t Mentoring Is Not Evaluating |g 5 -- |t Mentoring's Role in Induction |g 7 -- |t The Mentor's Primary Role |g 8 -- |t What Mentors Do: The Four Mentoring Functions |g 8 -- |t Relating |g 8 -- |t Assessing |g 9 -- |t Coaching |g 9 -- |t Guiding |g 9 -- |t Teacher Mentor Standards |g 10 -- |g 1 |t Relating |g 11 -- |t Establishing Trust |g 12 -- |g Exercise 1.1 |t How You Act When You Trust |g 13 -- |g Exercise 1.2 |t Behaviors That Elicit Trust |g 15 -- |t Paying Attention to Thoughts and Feelings |g 16 -- |g Exercise 1.3 |t Relive the Experience |g 17 -- |t Confidentiality |g 21 -- |t The Student Teacher Dilemma |g 22 -- |t Communicating Nonverbally |g 25 -- |g Exercise 1.4 |t The Power of Body Language |g 26 -- |t A Checklist of Relating Behaviors |g 27 -- |t A Mentoring Relationship Is a Serving Relationship |g 28 -- |g 2 |t Assessing |g 29 -- |t The Nontraditional New Teacher |g 29 -- |t Generic Needs of New Teachers |g 31 -- |g Exercise 2.1 |t Stuff That Makes Novices Nervous |g 31 -- |t Specific Needs of Your Mentee |g 33 -- |g Exercise 2.2 |t Get the Students' Perspective |g 34 -- |t Gathering Resources |g 36 -- |g Exercise 2.3 |t A Treasure Hunt for Resources |g 36 -- |g Exercise 2.4 |t This Is Us |g 38 -- |t Your Mentee's Learning Preferences |g 39 -- |t Modes of Communication |g 41 -- |t Pictures, Words, and Feelings |g 41 -- |g 3 |t Coaching |g 45 -- |t Coaching Assumptions |g 45 -- |t The Coaching Cycle |g 46 -- |t The Preobservation Conference |g 46 -- |g Exercise 3.1 |t Ask Clarifying Questions |g 48 -- |t The Initial Classroom Visit |g 49 -- |t Focused Classroom Observations: When and How |g 50 -- |t Focused Observations |g 51 -- |t Data Collection |g 51 -- |t Some Observation Considerations |g 54 -- |t The Postobservation Conference |g 55 -- |g Exercise 3.2 |t Avoiding Embedded Negatives |g 57 -- |t When to Show and Tell |g 57 -- |g Exercise 3.3 |t Sharing Your Expertise |g 58 -- |t Coaching Adults |g 62 -- |g Exercise 3.4 |t How Adults Learn |g 63 -- |t Criteria for Giving Useful Feedback |g 64 -- |t Criteria for Receiving Feedback |g 65 -- |g 4 |t Guiding |g 66 -- |t Guiding Your Mentee's Journey: A Decision-Making Process |g 66 -- |t Identifying Your Mentee's Problems |g 67 -- |t Guiding Principles |g 68 -- |t The Unwilling and Unable Mentee |g 69 -- |t Coaching Strategies |g 69 -- |t Relating Strategies |g 70 -- |t The Moderately Willing and Somewhat Able Mentee |g 71 -- |t Coaching Strategies |g 71 -- |t Relating Strategies |g 72 -- |t The Competent and Confident Mentee |g 72 -- |t Coaching and Relating Strategies |g 73 -- |t The All-of-the-Above Mentee |g 73 -- |g Exercise 4.1 |t Help James Assess His Students |g 73 -- |g Exercise 4.2 |t Practice Choosing the Appropriate Behavior |g 74 -- |t From Mentor-Mentee to Peer-Peer |g 78 -- |g 5 |t Mentoring's Legacy: Career-Long Professional Development |g 79 -- |t Teacher's Inquiry Process |g 79 -- |t TIP in Action |g 81 -- |t From TIP to MIP |g 89 -- |g 6 |t Tips and Observations |g 90 -- |t Set Ground Rules Early |g 90 -- |t Help Change Happen |g 90 -- |t Avoid Information Overload |g 90 -- |t Share Decision Making |g 91 -- |t Know When to Intervene |g 91 -- |t Mentoring, Remediating, and Peer Review |g 91 -- |t Maintain the Relationship |g 92 -- |t Don't Forget Content |g 92 -- |t What Is Your Mentee Asking For? |g 93 -- |t Know When to Wean |g 93 -- |t Find Time to Mentor |g 93 -- |t Earn Points Toward Teacher Recertification |g 94 -- |t Reflect on Your Mentoring |g 94 -- |t Consider Multiple Mentors |g 95 -- |t Build a Mentoring Community |g 95 -- |t Find Networking Opportunities |g 96 -- |t Remember, Student Learning Is the Goal |g 96 -- |t Pass the Torch |g 96 -- |g Resource |t A Teacher Mentor Standards |g 97 -- |t Core Propositions |g 97 -- |t Teacher Mentor Standards |g 98 -- |g Standard I |t Context |g 98 -- |g Standard III |t Process |g 98 -- |g Standard IV |t Adjustment |g 99 -- |g Standard V |t Collaboration |g 99 -- |g Resource B |t Learning Style Inventory: Discovering How You Learn Best |g 100 -- |g Resource C |t Mentor's Inquiry Process for Experienced Mentors |g 103 -- |t Focus |g 104 -- |t What Will It Be Like? |g 104 -- |t Activities |g 105 -- |t What Are Your Chances of Completing the Activities? |g 106 -- |t When Do You Want It? |g 107 -- |t Costs |g 107 -- |t Does It Represent a Worthwhile Challenge? |g 107 -- |g Resource D |t The Connecticut Competency Instrument |g 108 -- |g I |t Management of the Classroom Environment |g 109 -- |g IA |t The Teacher Promotes a Positive Learning Environment |g 109 -- |g IB |t The Teacher Maintains Appropriate Standards of Behavior |g 109 -- |g IC |t The Teacher Engages the Students in the Activities of the Lesson |g 110 -- |g ID |t The Teacher Effectively Manages Routines and Transitions |g 111 -- |g II |t Instruction |g 112 -- |g IIA |t The Teacher Presents Appropriate Lesson Content |g 112 -- |g IIB |t The Teacher Creates a Structure for Learning |g 113 -- |g IIC |t The Teacher Develops the Lesson to Promote Achievement of the Lesson Objectives |g 114 -- |g IID |t The Teacher Uses Appropriate Questioning Strategies |g 114 -- |g IIE |t The Teacher Communicates Clearly, Using Precise Language and Acceptable Oral Expressions |g 115 -- |g III |t Assessment of Student Progress |g 116 -- |g IIIA |t The Teacher Monitors Student Understanding of the Lesson and Adjusts Instruction When Necessary |g 116. |
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Mentoring in education |z United States. | |
| 650 | 0 | |a First year teachers |z United States. | |
| 650 | 0 | |a Teachers |x In-service training |z United States. | |
| 650 | 6 | |a Mentorat en éducation |z États-Unis. | |
| 650 | 6 | |a Enseignants débutants |z États-Unis. | |
| 650 | 6 | |a Enseignants |x Formation en cours d'emploi |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Professional Development. |2 bisacsh | |
| 650 | 7 | |a First year teachers |2 fast | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 650 | 7 | |a Teachers |x In-service training |2 fast | |
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| 650 | 7 | |a Lehrer |2 gnd | |
| 650 | 7 | |a Mentor |2 gnd | |
| 651 | 7 | |a USA |2 gnd | |
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| 776 | 0 | 8 | |i Print version: |a Portner, Hal. |t Mentoring new teachers. |b 3rd ed. |d Thousand Oaks : Corwin Press, ©2008 |z 9781412960083 |w (DLC) 2008004902 |w (OCoLC)192042108 |
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