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...

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

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