| Description |
1 online resource (xvii, 148 pages) : illustrations |
| Contents |
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 |
| Summary |
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 |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Mentoring in education -- United States
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First year teachers -- United States
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Teachers -- In-service training -- United States
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EDUCATION -- Professional Development.
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First year teachers
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Mentoring in education
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Teachers -- In-service training
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Berufsanfänger
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Lehrer
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Mentor
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United States
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USA
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| Form |
Electronic book
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| LC no. |
2008004902 |
| ISBN |
9781452208725 |
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1452208727 |
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9781452219059 |
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1452219052 |
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9781452280646 |
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1452280649 |
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