Mentoring in Action A Month-by-Month Curriculum for Mentors and Their New Teachers

by Radford, Carol Pelletier

• ISBN13: 9780205438983
• ISBN10: 0205438989
• Edition: 1st
• Format: Paperback
• Copyright: 2005-08-22
• Publisher: Pearson

Summary

This one-of-a-kind resource walks new teachers and their mentors through a full year of exercises addressing everything from lesson planning to behavior management. Mentoring is one of the fastest-growing areas of teacher development. It is essential to teacher retention in an age of teacher shortages and teacher recruitment. It contains a month-by-month guide for both mentors and new teachers. It includes numerous forms and practical tips for creating effective mentoring meetings for both the new teacher and the student teacher. The book outlines how to identify and discuss difficult issues as mentors and new teachers work together. It also includes essential classroom management and discipline ideas for beginners.

Author Biography

Carol Pelletier Radford is the Program Director for a Transition to

Teaching federal grant, which is located in the Center for University, School

and Community Partnerships at the University of Massachusetts—Dartmouth.

She received her Ed.D. from Harvard University in 1996 where she focused her

studies on teacher professional development and the role of the cooperating

teacher in preparing pre-service teachers. In more than twenty years as a public

school teacher, she has received numerous teacher leadership awards, among

them the prestigious Christa McAuliffe Fellowship sponsored by the U.S.

Department of Education. She is the author of four books: Techniques and

Strategies for Coaching Student Teachers, Strategies for Successful Student

Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-

Month Curriculum for Mentors and Their New Teachers. For the past thirteen

years, she has worked as the Director of Practicum Experiences and Teacher

Induction at Boston College. In her current position at the University of

Massachusetts, she teaches graduate courses for district mentors and is actively

engaged in preparing prospective math and science teachers for New Bedford

and Fall River schools.

 

Visiit carolpelletierradford.com to learn more.

Table of Contents

Preface	xi
Introduction: A Letter to the Readers	xii
Part I Inducting a New Teacher into the Teaching Profession	1	(16)
Components of a High-Quality Induction Program	1	(4)
What is Induction?	1	(1)
A Plan for Induction	2	(1)
Resources	2	(1)
Orientations	3	(1)
Mentoring	4	(1)
Professional Development	4	(1)
Evaluation	5	(1)
The Role of the Mentor	5	(4)
What Should a Mentor Strive For?	6	(3)
Expanding the One-to-One Model of Mentoring	9	(1)
Differentiated Mentoring	9	(1)
Five Principles for Effective Mentoring	9	(6)
Acknowledging Who You Are and What You Bring to the Mentoring Experience	10	(1)
Building Relationships with New Teachers	11	(1)
Creating Opportunities for Quality Conversations	11	(3)
Participating in Ongoing Reflection	14	(1)
Maintaining a Professional Community of Learners	14	(1)
Mentoring In Action? What Does That Mean?	15	(2)
Part II Month-by-Month Mentoring: A Guide to Quality Discussions between Mentors and New Teachers	17	(246)
Why Do We Need a Mentoring Curriculum?	17	(1)
A Month-by-Month Timeline for Mentoring	18	(5)
Plan	20	(1)
Connect	20	(1)
Act	20	(1)
Reflect	20	(1)
Set Goals	21	(2)
August
Orientation to the School and Community: Space, Procedures, Resources, Values, and Culture	23	(24)
Plan Agendas and Schedule Meetings	26	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	28	(1)
Activities: Select Topics for Quality Discussions	29	(15)
Act 1 What Do You Bring to the Mentoring Experience?	32	(1)
Act 2 Before You Meet Your New Teachers	33	(1)
Act 3 Getting to Know Your New Teachers' Expectations	34	(1)
Act 4 What Do New Teachers Bring to Teaching?	35	(1)
Act 5 Orientation to the School and District: Meeting Important People	36	(1)
Act 6 Orientation to the Students and Their Families in the Community	37	(1)
Act 7 Goals and Expectations for the Mentoring Experience	38	(1)
Act 8 Creating a Survival Packet: What New Teachers Need to Know Now!	39	(1)
Act 9 How New Teachers Can Get the Most out of Being Mentored	40	(1)
Act 10 Other Support Systems for New Teachers: University Connections	41	(1)
Act 11 The First Days and Weeks of School	42	(1)
Act 12 District Evaluation and Support Sessions for Teacher Induction	43	(1)
Reflect on This Month's Discussions	44	(2)
Set Goals for Next Month	46	(1)
September
Beginning the School Year Successfully: Creating a Community of Learners in the Classroom	47	(22)
Plan Agendas and Schedule Meetings	50	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	52	(1)
Activities: Select Topics for Quality Discussions	53	(13)
Act 1 Creating a Community of Learners in Your Classroom	55	(1)
Act 2 Getting to Know the Students	56	(1)
Act 3 Creating a Classroom Profile	57	(1)
Act 4 Learning about Learning Styles	58	(1)
Act 5 Establishing Routines	59	(1)
Act 6 Rules, Rewards, and Consequences	60	(1)
Act 7 First Month of School Issues	61	(1)
Act 8 Classroom and Behavior Management Issues	62	(1)
Act 9 Looking at Student Work	63	(1)
Act 10 Communicating with Parents	64	(1)
Act 11 New Teacher Needs	65	(1)
Reflect on This Month's Discussions	66	(2)
Set Goals for Next Month	68	(1)
October
Teaching for Understanding: Planning and Delivering Effective Instruction	69	(22)
Plan Agendas and Schedule Meetings	72	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	74	(1)
Activities: Select Topics for Quality Discussions	75	(13)
Act 1 Creating the Lesson Plan	77	(1)
Act 2 Planning for Understanding	78	(1)
Act 3 What Should the Students Know and Be Able to Do?	79	(1)
Act 4 Engaging Students in Meaningful Learning Experiences	80	(1)
Act 5 Pacing a Lesson	81	(1)
Act 6 Organizing a Lesson	82	(1)
Act 7 Designing a Unit	83	(1)
Act 8 A Unit Organizer	84	(1)
Act 9 Classroom and Behavior Management Issues	85	(1)
Act 10 Looking at Student Work	86	(1)
Act 11 Communicating with Parents	87	(1)
Reflect on This Month's Discussions	88	(2)
Set Goals for Next Month	90	(1)
November
Assessing Diverse Learners: How Do Teachers Know Students Have Learned?	91	(24)
Plan Agendas and Schedule Meetings	94	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	96	(1)
Activities: Select Topics for Quality Discussions	97	(15)
Act 1 How Are Students Assessed and Evaluated?	99	(1)
Act 2 Linking Lesson Plans to Assessment	100	(1)
Act 3 Tapping into Students' Prior Knowledge	101	(1)
Act 4 A Variety of Ways to Observe Student Learning	102	(1)
Act 5 What Should Students Know and Be Able to Do?	103	(1)
Act 6 Formative and Summative Assessments	104	(1)
Act 7 Using Rubrics and Portfolios to Assess Performance	105	(1)
Act 8 Progress Documentation and Record Keeping Strategies	106	(1)
Act 9 Can Students Monitor Their Own Progress?	107	(1)
Act 10 Communicating with Students about Their Progress	108	(1)
Act 11 Classroom and Behavior Management Issues	109	(1)
Act 12 Looking at Student Work	110	(1)
Act 13 Communicating with Parents	111	(1)
Reflect on This Month's Discussions	112	(2)
Set Goals for Next Month	114	(1)
December
Maintaining Balance: Teaching and Keeping the Students Interested	115	(20)
Plan Agendas and Schedule Meetings	118	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	120	(1)
Activities: Select Topics for Quality Discussions	121	(11)
Act 1 Revisiting Behavior Management	123	(1)
Act 2 Keeping Special Needs Students Engaged in Learning	124	(1)
Act 3 Avoiding Common Problems and Keeping Students Interested	125	(1)
Act 4 When Is It Time to Seek Additional Support?	126	(1)
Act 5 Problem Solving and Critical Thinking	127	(1)
Act 6 Classroom and Behavior Management Issues	128	(1)
Act 7 Looking at Student Work	129	(1)
Act 8 Communicating with Parents	130	(2)
Reflect on This Month's Discussions	132	(2)
Set Goals for Next Month	134	(1)
January
Beginning a New Calendar Year: Looking Back and Moving Forward	135	(22)
Plan Agendas and Schedule Meetings	138	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	140	(1)
Activities: Select Topics for Quality Discussions	141	(13)
Act 1 Looking Back	143	(1)
Act 2 Moving Forward	144	(1)
Act 3 What Do I Believe?	145	(1)
Act 4 Constructing a Sociogram	146	(1)
Act 5 Using Drawings to Gain Student Perspective	147	(1)
Act 6 Social Activities and a Sense of Humor!	148	(1)
Act 7 Classroom and Behavior Management Issues	149	(1)
Act 8 Looking at Student Work	150	(1)
Act 9 Communicating with Parents	151	(1)
Act 10 Observing New Teachers	152	(1)
Act 11 Preparing a Professional Portfolio	153	(1)
Reflect on This Month's Discussions	154	(2)
Set Goals for Next Month	156	(1)
February
Engaging Students in the Curriculum: Focus on Content through Active Inquiry	157	(20)
Plan Agendas and Schedule Meetings	160	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	162	(1)
Activities: Select Topics for Quality Discussions	163	(11)
Act 1 Using Varied Teaching Strategies	165	(1)
Act 2 Giving Students Choices to Enhance Learning	166	(1)
Act 3 Homework and Opportunities for Enrichment	167	(1)
Act 4 How Much Time?	168	(1)
Act 5 Classroom and Behavior Management Issues	169	(1)
Act 6 Looking at Student Work	170	(1)
Act 7 Communicating with Parents	171	(1)
Act 8 Observing New Teachers	172	(1)
Act 9 Preparing a Professional Portfolio	173	(1)
Reflect on This Month's Discussions	174	(2)
Set Goals for Next Month	176	(1)
March
Collaborating with New Teachers: Observing and Building a Trusting Relationship	177	(22)
Plan Agendas and Schedule Meetings	180	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	182	(1)
Activities: Select Topics for Quality Discussions	183	(13)
Act 1 Ways to Provide Feedback	185	(1)
Act 2 Preconference Conversation Is a Must	186	(1)
Act 3 Observing a New Teacher	187	(1)
Act 4 Preparing a New Teacher for a Principal Observation	188	(1)
Act 5 Connecting New Teachers to Professional Organizations	189	(1)
Act 6 Connecting New Teachers to Community Resources	190	(1)
Act 7 Classroom and Behavior Management Issues	191	(1)
Act 8 Looking at Student Work	192	(1)
Act 9 Communicating with Parents	193	(1)
Act 10 Observing New Teachers	194	(1)
Act 11 Preparing a Professional Portfolio	195	(1)
Reflect on This Month's Discussions	196	(2)
Set Goals for Next Month	198	(1)
April
Standards: Creating Meaningful Standards-Based Learning Experiences for Students	199	(22)
Plan Agendas and Schedule Meetings	202	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	204	(1)
Activities: Select Topics for Quality Discussions	205	(13)
Act 1 Relating Classroom Curriculum to District Standards	207	(1)
Act 2 TTT versus STT (Teacher Talking Time versus Student Talking Time)	208	(1)
Act 3 Relating Standards to Real Life	209	(1)
Act 4 Observing an Individual Student	210	(1)
Act 5 Observing a Small Group	211	(1)
Act 6 Classroom and Behavior Management Issues	212	(1)
Act 7 Looking at Student Work	213	(1)
Act 8 Communicating with Parents	214	(1)
Act 9 Observing New Teachers	215	(1)
Act 10 Preparing a Professional Portfolio	216	(1)
Act 11 New Teacher Needs	217	(1)
Reflect on This Month's Discussions	218	(2)
Set Goals for Next Month	220	(1)
May
Assessing Students' Progress: High-Stakes Tests and Teacher Assessment	221	(18)
Plan Agendas and Schedule Meetings	224	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	226	(1)
Activities: Select Topics for Quality Discussions	227	(9)
Act 1 Assessing Students' Progress	229	(1)
Act 2 Classroom and Behavior Management Issues	230	(1)
Act 3 Looking at Student Work	231	(1)
Act 4 Communicating with Parents	232	(1)
Act 5 Observing New Teachers	233	(1)
Act 6 Preparing a Professional Portfolio	234	(1)
Act 7 New Teacher Needs	235	(1)
Reflect on This Month's Discussions	236	(2)
Set Goals for Next Month	238	(1)
June
Completing the Year: Paperwork, Relationships, and Closing a Room	239	(24)
Plan Agendas and Schedule Meetings	242	(2)
Connect with People, Readings, Professional Associations, Resources, and Technology	244	(1)
Activities: Select Topics for Quality Discussions	245	(15)
Act 1 Closing Procedures and Paperwork	247	(1)
Act 2 Videotaping	248	(1)
Act 3 A Letter to Myself	249	(1)
Act 4 A Letter to Future First-Year Teachers	250	(1)
Act 5 A Letter to Students and Parents	251	(1)
Act 6 A Letter to the Mentor	252	(1)
Act 7 Classroom and Behavior Management Issues	253	(1)
Act 8 Looking at Student Work	254	(1)
Act 9 Communicating with Parents	255	(1)
Act 10 Observing New Teachers	256	(1)
Act 11 Preparing a Professional Portfolio: Table of Contents	257	(1)
Act 12 Sharing the Professional Portfolio	258	(1)
Act 13 New Teacher Needs	259	(1)
Reflect on This Month's Discussions	260	(2)
Set Goals for Next Year	262	(1)
Part III Final Evaluation	263	(2)
What Have You Learned?	263	(1)
Next Steps	263	(2)
Appendix: Mentor Templates for Quality Conversations with New Teachers	265	(9)
Meeting Templates
A. The Five-Minute Meeting: Giving an Authentic Compliment	266	(1)
B. The Ten-Minute Meeting: Sharing an Idea or Resource	267	(1)
C. The Fifteen-Minute Meeting: Problem to Possibilities	268	(1)
D. The Twenty-Minute Meeting: What's Working? How Do You Know?	269	(1)
E. The Thirty-Minute Meeting: Looking at Student Work Together	270	(1)
F. The Sixty-Minute Meeting: Observing the Mentor	271	(2)
G. The Integrated Meeting: Focus on Student Learning	273	(1)
H. Teacher Research: Inquiry into Practice---Finding a Question and Finding the Answers	274