Being an effective mentor : how to help beginning teachers succeed /

This updated edition provides information on stages of teacher development, professional growth, assessment of student work, mentors within teacher induction programs, and components of successful mentoring initiatives.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Jonson, Kathleen Feeney (Autor)
Otros Autores: Alpert, Dan (Editor ), Seibel, Cassandra Margaret (Editor ), Chalew, Gail Naron (Editor ), Miller, Lisa (Diseñador de portada)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks, California : Corwin Press, 2008.
Edición:Second edition.
Temas:
Mentoring in education > United States > Handbooks, manuals, etc.
First year teachers > Training of > United States > Handbooks, manuals, etc.
Mentorat en éducation > États-Unis > Guides, manuels, etc.
Enseignants débutants > Formation > États-Unis > Guides, manuels, etc.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
First year teachers > Training of
Mentoring in education
Berufsanfänger
Lehrer
Mentor
United States
USA
manuals (instructional materials)
handbooks.
Handbooks and manuals
Handbooks and manuals.
Guides et manuels.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover; Contents; Preface to the Second Edition; Acknowledgments; About the Author; Part I
  • Setting the Stage for the Teacher-Mentor; Chapter 1
  • Passing the Torch; Enter the Mentor; The Role of the Teacher-Mentor; The Good Mentor: What Does it Take?; Conclusion; Chapter 2
  • Setup for Success; Exemplary Programs Across the United States; Qualifications of a Good Mentor; Effective Training; Mentor Support; Mentor-to-Mentee Pairing; Establishment of the Mentor-Mentee Relationship; Recognition of Service; Program Evaluation; Alternative Mentor Programs; Conclusion.
  • Chapter 3
  • Remembering the First DaysPreservice Training; The Need for Warm Bodies; Reality Shock; Fears and Anxieties of beginning Teachers; Conclusion; Chapter 4- Beyond Survival; Teaching Skills; Interpersonal Skills; Coping Skills; Conclusion; Chapter 5
  • Moving Toward Professionalism; Teacher Induction Programs; A Model: the Santa Cruz New Teacher Project; From Novice to Professional; Mentoring Programs for Professional Growth; Conclusion; Part II
  • Effective Strategies for the Good Mentor; Chapter 6
  • Working as a Partner with the Adult Learner; Beliefs about Supervision and Mentoring.
  • Phases in the Mentoring Relationship: Three ModelsGetting to Trust; Adult Lives, Adult Learning Styles; The Importance of Reflection; Conclusion; Chapter 7
  • Stages in Teacher Development; The First Year: The New Teacher Center Model; Through the Years: The Katz Model; Conclusion; Chapter 8
  • Practical Strategies for Assisting New Teachers; Direct Assistance; Demonstration Teaching; Observation and Feedback; Informal Contact; Assistance with an Action Plan for Professional Growth; Role Modeling; Assessing Student Work; Conclusion; Chapter 9
  • Overcoming Obstacles and Reaping the Rewards.
  • The PitfallsFinding Time; Defining the Role; Working with Difficult Mentees; Underutilizing Professional Growth Opportunities; The Payoffs; Conclusion; Part III
  • Putting it all together; Month-by-Month Mentoring Activities; Year-at-a-Glance Checklist; Appendix A: First-Day Checklist; Appendix B: Mentor-Mentee Action Plans; Appendix C: Supervisory Beliefs Inventory; References; Index.

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