Mentoring Beginning Teachers

by Boreen, Jean

• ISBN13: 9781571107428
• ISBN10: 1571107428
• Edition: 2nd
• Format: Paperback
• Copyright: 2009-01-28
• Publisher: Stenhouse Pub

Summary

The first edition ofMentoring Beginning Teacherswas named an Outstanding Academic Title by the American Library Associationrs"sChoicemagazine in 2000. The expanded second edition-packed with insights, anecdotes, and updated research-provides mentors with a road map for helping new teachers become confident, reflective educators. The collaborative model outlined in the book is enlightening and rewarding for the mentor and the novice alike. The authors have incorporated the latest findings on all aspects of mentoring-from preparing to be a mentoring guide or coach to school culture and parent outreach. Teachers will find five new chapters on working with ELL students, working with parents, curriculum mapping, school culture, and the role of administrators within an effective mentoring system. Organized around a series of questions, the book allows mentors to quickly locate practical advice to match any mentoring situation. The range of resources includes: recommendations for pairing mentors and teachers, questions to jump-start conversations, ideas for teacher reflection, and answers to the most commonly asked mentor questions. Mentoring Beginning Teachers, Second Editionprovides a comprehensive and tested plan for helping mentors guide new teachers in moving beyond the basics of plan/teach/evaluate to a higher level of joint assessment and inquiry.

Author Biography

Jean Boreen, Mary K. Johnson, Donna Niday, And Joe Potts Jean Boreen is a professor of English education at Northern Arizona University in Flagstaff. Mary K. Johnson, a veteran secondary and university educator, has taught English and ESL courses in the United States, Papua New Guinea, and Guam. Donna Niday, who taught in public schools for twenty years, now serves as an associate professor of English education at lowa State University. Joe Potts is an assistant principal at Kentwood High School in Covington, Washington.

Table of Contents

Preface	p. x
Acknowledgments	p. xiii
Why Do I Want to Be Part of a Mentoring Experience?	p. 1
Why Do We Need Mentors?	p. 5
The Need for Mentoring	p. 5
An Overview of Mentoring	p. 8
Mentoring Benefits	p. 10
Mentoring Recommendations	p. 11
Mentoring Tensions	p. 14
Working with Team Mentors	p. 18
Working with the University Supervisor	p. 20
Working with School Administrators	p. 21
Summary	p. 23
How Do I Prepare to Be a Mentoring Guide?	p. 25
Welcoming the Beginning Teacher	p. 26
Providing Freedom to Experiment	p. 32
Summary	p. 35
How Do I Prepare to Be a Mentoring Coach?	p. 37
Thinking Like a Mentoring Coach	p. 38
Becoming a Reflective Dialogue Coach	p. 40
Summary	p. 54
How Do I Encourage Reflection?	p. 55
Why Reflection?	p. 56
Activities That Promote Reflection	p. 59
Reflection Promotes Professionalism	p. 70
Summary	p. 71
How Do I Help with Classroom Management Challenges?	p. 73
Problems and Challenges	p. 74
Principles of Management	p. 76
Summary	p. 83
How Do I Encourage Teachers Who Work with English Language Learners?	p. 85
Teacher Stories	p. 86
What Mentors Should Know About English Language Teaching	p. 89
Questions Encountered by ELL Mentors	p. 93
Summary	p. 97
How Do I Help Integrate Beginning Teachers into the School Culture?	p. 99
Self-Assessing the School Culture	p. 100
Respecting the Beginning Teacher's Perspective	p. 101
Introducing the Faculty and Staff	p. 103
Modeling Respect for Administrators	p. 105
Explaining School Norms and Traditions	p. 106
Summary	p. 107
How Do I Promote Effective Relationships with Parents/Guardians?	p. 109
Initial Interactions	p. 111
Open Houses and Parent/Teacher Conferences	p. 112
Unexpected Conferences	p. 116
Technology Aids	p. 119
Communication Logs and Documentation	p. 121
Summary	p. 121
How Do I Provide Mentoring Opportunities During Curriculum Mapping?	p. 123
What Is Curriculum Mapping?	p. 124
Mentoring Using Horizontal Curriculum Mapping	p. 125
Summary	p. 130
How Should Mentors Communicate with Administrators?	p. 131
Roles and Boundaries	p. 132
Communication with Established Guidelines	p. 133
Support and Evaluation for Mentors	p. 137
Summary	p. 141
How Do I Encourage Professional Development?	p. 143
Individual Professional Development Plan	p. 144
Professional Development Pathways	p. 148
The Professional Development Portfolio	p. 154
Summary	p. 155
"What If?" Questions from Mentors	p. 157
Questions for Any Mentoring Situations	p. 158
Mentoring the Student Teacher	p. 160
Mentoring the Beginning Teacher	p. 171
Appendix	p. 175
Resources for Teachers	p. 177
References	p. 187
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