This latest edition draws upon research to illustrate essential mentoring behaviors. Provides new tools such as classroom observation methods, teacher mentor standards, and learning styles assessment.

Foreword	p. ix
Preface to Third Edition	p. xi
Who Should Read This Book	p. xii
Overview of the Contents	p. xiii
Acknowledgments	p. xiv
About the Author	p. xvii
Introduction	p. 1
Support for Mentoring	p. 3
Effective Mentors Are Made, Not Born	p. 4
Mentoring Is Not Evaluating	p. 5
Mentoring's Role in Induction	p. 7
The Mentor's Primary Role	p. 8
What Mentors Do: The Four Mentoring Functions	p. 8
Relating	p. 8
Assessing	p. 9
Coaching	p. 9
Guiding	p. 9
Teacher Mentor Standards	p. 10
Relating	p. 11
Establishing Trust	p. 12
How You Act When You Trust	p. 13
Behaviors That Elicit Trust	p. 15
Paying Attention to Thoughts and Feelings	p. 16
Relive the Experience	p. 17
Confidentiality	p. 21
The Student Teacher Dilemma	p. 22
Communicating Nonverbally	p. 25
The Power of Body Language	p. 26
A Checklist of Relating Behaviors	p. 27
A Mentoring Relationship Is a Serving Relationship	p. 28
Assessing	p. 29
The Nontraditional New Teacher	p. 29
Generic Needs of New Teachers	p. 31
Stuff That Makes Novices Nervous	p. 31
Specific Needs of Your Mentee	p. 33
Get the Students' Perspective	p. 34
Gathering Resources	p. 36
A Treasure Hunt for Resources	p. 36
This Is Us	p. 38
Your Mentee's Learning Preferences	p. 39
Modes of Communication	p. 41
Pictures, Words, and Feelings	p. 41
Summary	p. 43
Coaching	p. 45
Coaching Assumptions	p. 45
The Coaching Cycle	p. 46
The Preobservation Conference	p. 46
Ask Clarifying Questions	p. 48
The Initial Classroom Visit	p. 49
Focused Classroom Observations: When and How	p. 50
Focused Observations	p. 51
Data Collection	p. 51
Some Observation Considerations	p. 54
The Postobservation Conference	p. 55
Avoiding Embedded Negatives	p. 57
When to Show and Tell	p. 57
Sharing Your Expertise	p. 58
Coaching Adults	p. 62
How Adults Learn	p. 63
Feedback	p. 64
Criteria for Giving Useful Feedback	p. 64
Criteria for Receiving Feedback	p. 65
Guiding	p. 66
Guiding Your Mentee's Journey: A Decision-Making Process	p. 66
Identifying Your Mentee's Problems	p. 67
Guiding Principles	p. 68
The Unwilling and Unable Mentee	p. 69
Coaching Strategies	p. 69
Relating Strategies	p. 70
The Moderately Willing and Somewhat Able Mentee	p. 71
Coaching Strategies	p. 71
Relating Strategies	p. 72
The Competent and Confident Mentee	p. 72
Coaching and Relating Strategies	p. 73
The All-of-the-Above Mentee	p. 73
Help James Assess His Students	p. 73
Practice Choosing the Appropriate Behavior	p. 74
From Mentor-Mentee to Peer-Peer	p. 78
Mentoring's Legacy: Career-Long Professional Development	p. 79
Teacher's Inquiry Process	p. 79
TIP in Action	p. 81
From TIP to MIP	p. 89
Tips and Observations	p. 90
Set Ground Rules Early	p. 90
Help Change Happen	p. 90
Avoid Information Overload	p. 90
Share Decision Making	p. 91
Know When to Intervene	p. 91
Mentoring, Remediating, and Peer Review	p. 91
Maintain the Relationship	p. 92
Don't Forget Content	p. 92
What Is Your Mentee Asking For?	p. 93
Know When to Wean	p. 93
Find Time to Mentor	p. 93
Earn Points Toward Teacher Recertification	p. 94
Reflect on Your Mentoring	p. 94
Consider Multiple Mentors	p. 95
Build a Mentoring Community	p. 95
Find Networking Opportunities	p. 96
Remember, Student Learning Is the Goal	p. 96
Pass the Torch	p. 96
Teacher Mentor Standards	p. 97
Core Propositions	p. 97
Teacher Mentor Standards	p. 98
Context	p. 98
Content	p. 98
Process	p. 98
Adjustment	p. 99
Collaboration	p. 99
Contribution	p. 99
Learning Style Inventory: Discovering How You Learn Best	p. 100
Mentor's Inquiry Process for Experienced Mentors	p. 103
Focus	p. 104
What Will It Be Like?	p. 104
Activities	p. 105
What Are Your Chances of Completing the Activities?	p. 106
When Do You Want It?	p. 107
Costs	p. 107
Does It Represent a Worthwhile Challenge?	p. 107
The Connecticut Competency Instrument	p. 108
Management of the Classroom Environment	p. 109
The Teacher Promotes a Positive Learning Environment	p. 109
The Teacher Maintains Appropriate Standards of Behavior	p. 109
The Teacher Engages the Students in the Activities of the Lesson	p. 110
The Teacher Effectively Manages Routines and Transitions	p. 111
Instruction	p. 112
The Teacher Presents Appropriate Lesson Content	p. 112
The Teacher Creates a Structure for Learning	p. 113
The Teacher Develops the Lesson to Promote Achievement of the Lesson Objectives	p. 114
The Teacher Uses Appropriate Questioning Strategies	p. 114
The Teacher Communicates Clearly, Using Precise Language and Acceptable Oral Expressions	p. 115
Assessment of Student Progress	p. 116
The Teacher Monitors Student Understanding of the Lesson and Adjusts Instruction When Necessary	p. 116
Annotated Bibliography	p. 118
References	p. 146
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