| Description |
1 online resource (1 volume) |
| Contents |
List of Resources; Foreword; Acknowledgments; About the Authors; Introduction; Section I: Role Focused Transformational Learning Stage; 1. Transforming Practice; Purpose for Transformational Learning Stages; Description of Transformational Learning Stages; Purpose for Managing Transformational Learning; Description of Managing Transformational Learning; Notes for Implementation; 2. Conference Data Conference (CDC) Cycle; Purpose for the CDC Cycle; Description of the CDC Cycle; Notes for Implementation; 3 |
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Foundations for Mentoring; Purpose for Mentor Stances; Description of Mentor Stances; How to Use Mentor Stances; Mentor Stances in Action; Notes for Implementation; Purpose for Mentor Roles; Description of Mentor Roles; How to Use the Mentor Roles; Notes for Implementation; Purpose for Mentor Language; Description of Mentor Language; How to Use the Mentor Language: Questioning Prompts; Notes for Implementation; How to Use the Mentor Language: Paraphrasing Prompts; Notes for Implementation; How to Use the Mentor Language: Ways of Communication; Notes for Implementation; Notes for Implementing Foundations for Mentoring; 4 |
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Conference Data Conference (CDC) Journal Record; Purpose for the CDC Journal Record; Description of the CDC Journal Record; How to Use the CDC Journal Record During the Planning Conference; CDC Journal Record Tool in Action; How to Use the CDC Journal Record During the Reflective Conference; CDC Journal Record Tool in Action; Notes for Implementation; 5. Beginning Conversations; Purpose for Tools for Building Trust; Description of Tools for Building Trust; How to Use the Tools for Building Trust; Purpose for Tools for Understanding Context; Description of Tools for Understanding Context; How to Use the Tools for Understanding Context; Beginning Conversations Tools in Action; Notes for Implementation; 6 |
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The Administrator and Mentor Conversations; Purpose for Administrator and Mentor Conversations; Description of the Administrator and Mentor Journal Record; How to Use the Administrator and Mentor Journal Record; Administrator and Mentor Journal Record Tool in Action; Notes for Implementation; 7. Professional Teacher Growth Process; Purpose for Professional Teacher Growth Process; Description of the Professional Teacher Growth (PTG) Process; How to Use the Professional Teacher Growth Process Tools; Professional Teacher Growth Process Tools in Action; Notes for Implementation; 8 |
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Professional Mentor Growth Process; Purpose for the Professional Mentor Growth Process; Description of the Professional Mentor Growth (PMG) Process; How to Use the Professional Mentor Growth Process Tools; Professional Mentor Growth Process Tools in Action; Notes for Implementation; Section II: Practice Focused Transformational Learning Stage; 9. Collecting Evidence: Teacher and Student Behaviors; Purpose for Collecting Evidence: Teacher and Student Behaviors; Description of Seating Charts; How to Use Seating Charts to Collect Data; Seating Chart Tools in Action; Notes for Implementation; 10 |
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Collecting Evidence: Teacher and Student Verbal Interaction; Purpose for Collecting Evidence: Teacher and Student Verbal Interaction; Description of Collecting Evidence: Teacher and Student Verbal Interaction; How to Use the Collecting Evidence: Teacher and Student Verbal Interaction Tools; Collecting Evidence: Teacher and Student Verbal Interaction Tools in Action; Notes for Implementation; 11. Observing a Master Teacher; Purpose for Observing a Master Teacher; Descrption of Observing a Master Teacher; How to Use the Observing a Master Teacher Tools; Observing a Master Teacher Tools in Action; Notes for Implementation; 12 |
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Student Data Mapping; Purpose for Student Data Mapping; Description of Student Data Mapping; How to Use the Student Data Map Characteristics; How to Use Student Data Map Standardized Assessments; How to Use the Student Data Map Teacher-Created Assessment; Student Data Mapping Tools in Action; Notes for Implementation; 13. Planning for Instruction; Purpose for the Instructional Planning Process; Description of the Instructional Planning Process; How to Use the Instructional Planning Process; Instructional Planning Process Tools in Action; Notes for Implementation; 14. Lesson Design; Purpose for Lesson Design; Description of Lesson Design; How to Use the Lesson Design Tools; Lesson Design Tools in Action; Notes for Implementation; 15 |
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Videotaping as a Process for Reflection; Purpose for Videotaping as a Process; Description of Videotaping as a Process; How to Use the Videotaping Tools; Videotaping Tools in Action; Notes for Implementation; 16. Collecting Evidence: Student Engagement; Purpose for Collecting Evidence: Student Engagement; Description of Collecting Evidence: Student Engagement; How to Use the Student Engagement Tools; Student Engagement Tools in Action; Notes for Implementation; 17. Probing Higher Level Thinking; Purpose for Questioning Skills; Description of Questioning Skills; How to Use Questioning Skills; Purpose for Questioning Word Banks; Description of Questioning Word Banks; How to Use Questioning Word Banks; Probing Higher Level Thinking Tools in Action; Notes for Implementation; Section III: Learner Focused Transformational Learning Stage; 18 |
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Analyzing Student Work; Purpose for Analyzing Student Work; Description of Analyzing Student Work; How to Use the Analyzing Student Work Tools; Analyzing Student Work Tools in Action; Notes for Implementation; 19. Planning for Differentiated Instruction; Purpose for Planning for Differentiated Instruction; Description of Planning for Differentiated Instruction; How to Use the Planning for Differentiated Instruction Tools; Planning for Differentiated Instruction Tools in Action; Notes for Implementation; 20. Analyzing Student Assessments; Purpose for Analyzing Student Assessments; Description of Analyzing Student Assessments; How to Use the Analyzing Student Assessment Tools; Analyzing Student Assessment Tools in Action; Notes for Implementation; 21 |
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Planning for Differentiated Mentoring; Purpose for Differentiated Mentoring; Description of Differentiated Mentoring; How to Use the Differentiated Mentoring Tools; Differentiated Mentoring Tools in Action; Notes for Implementation; 22. Reflecting on One's Practice; Purpose for Reflecting on One's Practice; Description of Reflecting on One's Practice; How to Use the Reflecting on One's Practice Tools; Reflecting on One's Practice Tools in Action; Notes for Implementation; Resources; References; Index |
| Summary |
""Patty Horn and Kristin Metler-Armijo<strong> </strong>understand the variables that contribute to a successful mentor-mentee relationship, focusing on the importance of collaboration, reflective practice and trust. Their practical and user-friendly resources ensure novice teachers are supported without losing sight of student achievement as the ultimate goal."" |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
First year teachers -- United States
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Mentoring in education -- United States
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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First year teachers
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Mentoring in education
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United States
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| Form |
Electronic book
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| Author |
Horn, Patty J
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Metler-Armijo, Kristin
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| ISBN |
9781452223575 |
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1452223572 |
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9781452239378 |
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1452239371 |
