Mentoring new teachers /:
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, coac...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks :
Corwin Press,
©2008.
|
| Ausgabe: | 3rd ed. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource (xvii, 148 pages) : illustrations |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781452208725 1452208727 9781452219059 1452219052 9781452280646 1452280649 |
Internformat
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| 100 | 1 | |a Portner, Hal. | |
| 245 | 1 | 0 | |a Mentoring new teachers / |c Hal Portner ; forward by Gerald N. Tirozzi. |
| 250 | |a 3rd ed. | ||
| 260 | |a Thousand Oaks : |b Corwin Press, |c ©2008. | ||
| 300 | |a 1 online resource (xvii, 148 pages) : |b illustrations | ||
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| 505 | 0 | 0 | |t Support for Mentoring |g 3 -- |t Effective Mentors Are Made, Not Born |g 4 -- |t Mentoring Is Not Evaluating |g 5 -- |t Mentoring's Role in Induction |g 7 -- |t The Mentor's Primary Role |g 8 -- |t What Mentors Do: The Four Mentoring Functions |g 8 -- |t Relating |g 8 -- |t Assessing |g 9 -- |t Coaching |g 9 -- |t Guiding |g 9 -- |t Teacher Mentor Standards |g 10 -- |g 1 |t Relating |g 11 -- |t Establishing Trust |g 12 -- |g Exercise 1.1 |t How You Act When You Trust |g 13 -- |g Exercise 1.2 |t Behaviors That Elicit Trust |g 15 -- |t Paying Attention to Thoughts and Feelings |g 16 -- |g Exercise 1.3 |t Relive the Experience |g 17 -- |t Confidentiality |g 21 -- |t The Student Teacher Dilemma |g 22 -- |t Communicating Nonverbally |g 25 -- |g Exercise 1.4 |t The Power of Body Language |g 26 -- |t A Checklist of Relating Behaviors |g 27 -- |t A Mentoring Relationship Is a Serving Relationship |g 28 -- |g 2 |t Assessing |g 29 -- |t The Nontraditional New Teacher |g 29 -- |t Generic Needs of New Teachers |g 31 -- |g Exercise 2.1 |t Stuff That Makes Novices Nervous |g 31 -- |t Specific Needs of Your Mentee |g 33 -- |g Exercise 2.2 |t Get the Students' Perspective |g 34 -- |t Gathering Resources |g 36 -- |g Exercise 2.3 |t A Treasure Hunt for Resources |g 36 -- |g Exercise 2.4 |t This Is Us |g 38 -- |t Your Mentee's Learning Preferences |g 39 -- |t Modes of Communication |g 41 -- |t Pictures, Words, and Feelings |g 41 -- |g 3 |t Coaching |g 45 -- |t Coaching Assumptions |g 45 -- |t The Coaching Cycle |g 46 -- |t The Preobservation Conference |g 46 -- |g Exercise 3.1 |t Ask Clarifying Questions |g 48 -- |t The Initial Classroom Visit |g 49 -- |t Focused Classroom Observations: When and How |g 50 -- |t Focused Observations |g 51 -- |t Data Collection |g 51 -- |t Some Observation Considerations |g 54 -- |t The Postobservation Conference |g 55 -- |g Exercise 3.2 |t Avoiding Embedded Negatives |g 57 -- |t When to Show and Tell |g 57 -- |g Exercise 3.3 |t Sharing Your Expertise |g 58 -- |t Coaching Adults |g 62 -- |g Exercise 3.4 |t How Adults Learn |g 63 -- |t Criteria for Giving Useful Feedback |g 64 -- |t Criteria for Receiving Feedback |g 65 -- |g 4 |t Guiding |g 66 -- |t Guiding Your Mentee's Journey: A Decision-Making Process |g 66 -- |t Identifying Your Mentee's Problems |g 67 -- |t Guiding Principles |g 68 -- |t The Unwilling and Unable Mentee |g 69 -- |t Coaching Strategies |g 69 -- |t Relating Strategies |g 70 -- |t The Moderately Willing and Somewhat Able Mentee |g 71 -- |t Coaching Strategies |g 71 -- |t Relating Strategies |g 72 -- |t The Competent and Confident Mentee |g 72 -- |t Coaching and Relating Strategies |g 73 -- |t The All-of-the-Above Mentee |g 73 -- |g Exercise 4.1 |t Help James Assess His Students |g 73 -- |g Exercise 4.2 |t Practice Choosing the Appropriate Behavior |g 74 -- |t From Mentor-Mentee to Peer-Peer |g 78 -- |g 5 |t Mentoring's Legacy: Career-Long Professional Development |g 79 -- |t Teacher's Inquiry Process |g 79 -- |t TIP in Action |g 81 -- |t From TIP to MIP |g 89 -- |g 6 |t Tips and Observations |g 90 -- |t Set Ground Rules Early |g 90 -- |t Help Change Happen |g 90 -- |t Avoid Information Overload |g 90 -- |t Share Decision Making |g 91 -- |t Know When to Intervene |g 91 -- |t Mentoring, Remediating, and Peer Review |g 91 -- |t Maintain the Relationship |g 92 -- |t Don't Forget Content |g 92 -- |t What Is Your Mentee Asking For? |g 93 -- |t Know When to Wean |g 93 -- |t Find Time to Mentor |g 93 -- |t Earn Points Toward Teacher Recertification |g 94 -- |t Reflect on Your Mentoring |g 94 -- |t Consider Multiple Mentors |g 95 -- |t Build a Mentoring Community |g 95 -- |t Find Networking Opportunities |g 96 -- |t Remember, Student Learning Is the Goal |g 96 -- |t Pass the Torch |g 96 -- |g Resource |t A Teacher Mentor Standards |g 97 -- |t Core Propositions |g 97 -- |t Teacher Mentor Standards |g 98 -- |g Standard I |t Context |g 98 -- |g Standard III |t Process |g 98 -- |g Standard IV |t Adjustment |g 99 -- |g Standard V |t Collaboration |g 99 -- |g Resource B |t Learning Style Inventory: Discovering How You Learn Best |g 100 -- |g Resource C |t Mentor's Inquiry Process for Experienced Mentors |g 103 -- |t Focus |g 104 -- |t What Will It Be Like? |g 104 -- |t Activities |g 105 -- |t What Are Your Chances of Completing the Activities? |g 106 -- |t When Do You Want It? |g 107 -- |t Costs |g 107 -- |t Does It Represent a Worthwhile Challenge? |g 107 -- |g Resource D |t The Connecticut Competency Instrument |g 108 -- |g I |t Management of the Classroom Environment |g 109 -- |g IA |t The Teacher Promotes a Positive Learning Environment |g 109 -- |g IB |t The Teacher Maintains Appropriate Standards of Behavior |g 109 -- |g IC |t The Teacher Engages the Students in the Activities of the Lesson |g 110 -- |g ID |t The Teacher Effectively Manages Routines and Transitions |g 111 -- |g II |t Instruction |g 112 -- |g IIA |t The Teacher Presents Appropriate Lesson Content |g 112 -- |g IIB |t The Teacher Creates a Structure for Learning |g 113 -- |g IIC |t The Teacher Develops the Lesson to Promote Achievement of the Lesson Objectives |g 114 -- |g IID |t The Teacher Uses Appropriate Questioning Strategies |g 114 -- |g IIE |t The Teacher Communicates Clearly, Using Precise Language and Acceptable Oral Expressions |g 115 -- |g III |t Assessment of Student Progress |g 116 -- |g IIIA |t The Teacher Monitors Student Understanding of the Lesson and Adjusts Instruction When Necessary |g 116. |
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a 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. | |
| 650 | 0 | |a Mentoring in education |z United States. | |
| 650 | 0 | |a First year teachers |z United States. | |
| 650 | 0 | |a Teachers |x In-service training |z United States. | |
| 650 | 6 | |a Mentorat en éducation |z États-Unis. | |
| 650 | 6 | |a Enseignants débutants |z États-Unis. | |
| 650 | 6 | |a Enseignants |x Formation en cours d'emploi |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Professional Development. |2 bisacsh | |
| 650 | 7 | |a First year teachers |2 fast | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 650 | 7 | |a Teachers |x In-service training |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 650 | 7 | |a Berufsanfänger |2 gnd | |
| 650 | 7 | |a Lehrer |2 gnd |0 http://d-nb.info/gnd/4035088-5 | |
| 650 | 7 | |a Mentor |2 gnd |0 http://d-nb.info/gnd/4169443-0 | |
| 651 | 7 | |a USA |2 gnd |0 http://d-nb.info/gnd/4078704-7 | |
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| 776 | 0 | 8 | |i Print version: |a Portner, Hal. |t Mentoring new teachers. |b 3rd ed. |d Thousand Oaks : Corwin Press, ©2008 |z 9781412960083 |w (DLC) 2008004902 |w (OCoLC)192042108 |
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Datensatz im Suchindex
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|---|---|
| _version_ | 1804635786941825024 |
| adam_text | |
| any_adam_object | |
| author | Portner, Hal |
| author_facet | Portner, Hal |
| author_role | |
| author_sort | Portner, Hal |
| author_variant | h p hp |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1731 |
| callnumber-raw | LB1731.4 .P67 2008eb |
| callnumber-search | LB1731.4 .P67 2008eb |
| callnumber-sort | LB 41731.4 P67 42008EB |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 2002 |
| collection | ZDB-4-EDU |
| contents | Support for Mentoring Effective Mentors Are Made, Not Born Mentoring Is Not Evaluating Mentoring's Role in Induction The Mentor's Primary Role What Mentors Do: The Four Mentoring Functions Relating Assessing Coaching Guiding Teacher Mentor Standards Establishing Trust How You Act When You Trust Behaviors That Elicit Trust Paying Attention to Thoughts and Feelings Relive the Experience Confidentiality The Student Teacher Dilemma Communicating Nonverbally The Power of Body Language A Checklist of Relating Behaviors A Mentoring Relationship Is a Serving Relationship The Nontraditional New Teacher Generic Needs of New Teachers Stuff That Makes Novices Nervous Specific Needs of Your Mentee Get the Students' Perspective Gathering Resources A Treasure Hunt for Resources This Is Us Your Mentee's Learning Preferences Modes of Communication Pictures, Words, and Feelings Coaching Assumptions The Coaching Cycle The Preobservation Conference Ask Clarifying Questions The Initial Classroom Visit Focused Classroom Observations: When and How Focused Observations Data Collection Some Observation Considerations The Postobservation Conference Avoiding Embedded Negatives When to Show and Tell Sharing Your Expertise Coaching Adults How Adults Learn Criteria for Giving Useful Feedback Criteria for Receiving Feedback Guiding Your Mentee's Journey: A Decision-Making Process Identifying Your Mentee's Problems Guiding Principles The Unwilling and Unable Mentee Coaching Strategies Relating Strategies The Moderately Willing and Somewhat Able Mentee The Competent and Confident Mentee Coaching and Relating Strategies The All-of-the-Above Mentee Help James Assess His Students Practice Choosing the Appropriate Behavior From Mentor-Mentee to Peer-Peer Mentoring's Legacy: Career-Long Professional Development Teacher's Inquiry Process TIP in Action From TIP to MIP Tips and Observations Set Ground Rules Early Help Change Happen Avoid Information Overload Share Decision Making Know When to Intervene Mentoring, Remediating, and Peer Review Maintain the Relationship Don't Forget Content What Is Your Mentee Asking For? Know When to Wean Find Time to Mentor Earn Points Toward Teacher Recertification Reflect on Your Mentoring Consider Multiple Mentors Build a Mentoring Community Find Networking Opportunities Remember, Student Learning Is the Goal Pass the Torch A Teacher Mentor Standards Core Propositions Context Process Adjustment Collaboration Learning Style Inventory: Discovering How You Learn Best Mentor's Inquiry Process for Experienced Mentors Focus What Will It Be Like? Activities What Are Your Chances of Completing the Activities? When Do You Want It? Costs Does It Represent a Worthwhile Challenge? The Connecticut Competency Instrument Management of the Classroom Environment The Teacher Promotes a Positive Learning Environment The Teacher Maintains Appropriate Standards of Behavior The Teacher Engages the Students in the Activities of the Lesson The Teacher Effectively Manages Routines and Transitions Instruction The Teacher Presents Appropriate Lesson Content The Teacher Creates a Structure for Learning The Teacher Develops the Lesson to Promote Achievement of the Lesson Objectives The Teacher Uses Appropriate Questioning Strategies The Teacher Communicates Clearly, Using Precise Language and Acceptable Oral Expressions Assessment of Student Progress The Teacher Monitors Student Understanding of the Lesson and Adjusts Instruction When Necessary |
| ctrlnum | (OCoLC)806059172 |
| dewey-full | 370.71/55 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.71/55 |
| dewey-search | 370.71/55 |
| dewey-sort | 3370.71 255 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 3rd ed. |
| format | Electronic eBook |
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code="g">34 --</subfield><subfield code="t">Gathering Resources</subfield><subfield code="g">36 --</subfield><subfield code="g">Exercise 2.3</subfield><subfield code="t">A Treasure Hunt for Resources</subfield><subfield code="g">36 --</subfield><subfield code="g">Exercise 2.4</subfield><subfield code="t">This Is Us</subfield><subfield code="g">38 --</subfield><subfield code="t">Your Mentee's Learning Preferences</subfield><subfield code="g">39 --</subfield><subfield code="t">Modes of Communication</subfield><subfield code="g">41 --</subfield><subfield code="t">Pictures, Words, and Feelings</subfield><subfield code="g">41 --</subfield><subfield code="g">3</subfield><subfield code="t">Coaching</subfield><subfield code="g">45 --</subfield><subfield code="t">Coaching Assumptions</subfield><subfield code="g">45 --</subfield><subfield code="t">The Coaching Cycle</subfield><subfield code="g">46 --</subfield><subfield code="t">The Preobservation Conference</subfield><subfield code="g">46 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| id | ZDB-4-EDU-ocn806059172 |
| illustrated | Illustrated |
| indexdate | 2024-07-15T09:13:20Z |
| institution | BVB |
| isbn | 9781452208725 1452208727 9781452219059 1452219052 9781452280646 1452280649 |
| language | English |
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| physical | 1 online resource (xvii, 148 pages) : illustrations |
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| publisher | Corwin Press, |
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| spelling | Portner, Hal. Mentoring new teachers / Hal Portner ; forward by Gerald N. Tirozzi. 3rd ed. Thousand Oaks : Corwin Press, ©2008. 1 online resource (xvii, 148 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. 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. Print version record. 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. Mentoring in education United States. First year teachers United States. Teachers In-service training United States. Mentorat en éducation États-Unis. Enseignants débutants États-Unis. Enseignants Formation en cours d'emploi États-Unis. EDUCATION Professional Development. bisacsh First year teachers fast Mentoring in education fast Teachers In-service training fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Berufsanfänger gnd Lehrer gnd http://d-nb.info/gnd/4035088-5 Mentor gnd http://d-nb.info/gnd/4169443-0 USA gnd http://d-nb.info/gnd/4078704-7 has work: Mentoring New Teachers (Text) https://id.oclc.org/worldcat/entity/E39PCY3RhPvj6pfQYwHq7BJDyH https://id.oclc.org/worldcat/ontology/hasWork Print version: Portner, Hal. Mentoring new teachers. 3rd ed. Thousand Oaks : Corwin Press, ©2008 9781412960083 (DLC) 2008004902 (OCoLC)192042108 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=470542 Volltext |
| spellingShingle | Portner, Hal Mentoring new teachers / Support for Mentoring Effective Mentors Are Made, Not Born Mentoring Is Not Evaluating Mentoring's Role in Induction The Mentor's Primary Role What Mentors Do: The Four Mentoring Functions Relating Assessing Coaching Guiding Teacher Mentor Standards Establishing Trust How You Act When You Trust Behaviors That Elicit Trust Paying Attention to Thoughts and Feelings Relive the Experience Confidentiality The Student Teacher Dilemma Communicating Nonverbally The Power of Body Language A Checklist of Relating Behaviors A Mentoring Relationship Is a Serving Relationship The Nontraditional New Teacher Generic Needs of New Teachers Stuff That Makes Novices Nervous Specific Needs of Your Mentee Get the Students' Perspective Gathering Resources A Treasure Hunt for Resources This Is Us Your Mentee's Learning Preferences Modes of Communication Pictures, Words, and Feelings Coaching Assumptions The Coaching Cycle The Preobservation Conference Ask Clarifying Questions The Initial Classroom Visit Focused Classroom Observations: When and How Focused Observations Data Collection Some Observation Considerations The Postobservation Conference Avoiding Embedded Negatives When to Show and Tell Sharing Your Expertise Coaching Adults How Adults Learn Criteria for Giving Useful Feedback Criteria for Receiving Feedback Guiding Your Mentee's Journey: A Decision-Making Process Identifying Your Mentee's Problems Guiding Principles The Unwilling and Unable Mentee Coaching Strategies Relating Strategies The Moderately Willing and Somewhat Able Mentee The Competent and Confident Mentee Coaching and Relating Strategies The All-of-the-Above Mentee Help James Assess His Students Practice Choosing the Appropriate Behavior From Mentor-Mentee to Peer-Peer Mentoring's Legacy: Career-Long Professional Development Teacher's Inquiry Process TIP in Action From TIP to MIP Tips and Observations Set Ground Rules Early Help Change Happen Avoid Information Overload Share Decision Making Know When to Intervene Mentoring, Remediating, and Peer Review Maintain the Relationship Don't Forget Content What Is Your Mentee Asking For? Know When to Wean Find Time to Mentor Earn Points Toward Teacher Recertification Reflect on Your Mentoring Consider Multiple Mentors Build a Mentoring Community Find Networking Opportunities Remember, Student Learning Is the Goal Pass the Torch A Teacher Mentor Standards Core Propositions Context Process Adjustment Collaboration Learning Style Inventory: Discovering How You Learn Best Mentor's Inquiry Process for Experienced Mentors Focus What Will It Be Like? Activities What Are Your Chances of Completing the Activities? When Do You Want It? Costs Does It Represent a Worthwhile Challenge? The Connecticut Competency Instrument Management of the Classroom Environment The Teacher Promotes a Positive Learning Environment The Teacher Maintains Appropriate Standards of Behavior The Teacher Engages the Students in the Activities of the Lesson The Teacher Effectively Manages Routines and Transitions Instruction The Teacher Presents Appropriate Lesson Content The Teacher Creates a Structure for Learning The Teacher Develops the Lesson to Promote Achievement of the Lesson Objectives The Teacher Uses Appropriate Questioning Strategies The Teacher Communicates Clearly, Using Precise Language and Acceptable Oral Expressions Assessment of Student Progress The Teacher Monitors Student Understanding of the Lesson and Adjusts Instruction When Necessary Mentoring in education United States. First year teachers United States. Teachers In-service training United States. Mentorat en éducation États-Unis. Enseignants débutants États-Unis. Enseignants Formation en cours d'emploi États-Unis. EDUCATION Professional Development. bisacsh First year teachers fast Mentoring in education fast Teachers In-service training fast Berufsanfänger gnd Lehrer gnd http://d-nb.info/gnd/4035088-5 Mentor gnd http://d-nb.info/gnd/4169443-0 |
| subject_GND | http://d-nb.info/gnd/4035088-5 http://d-nb.info/gnd/4169443-0 http://d-nb.info/gnd/4078704-7 |
| title | Mentoring new teachers / |
| title_alt | Support for Mentoring Effective Mentors Are Made, Not Born Mentoring Is Not Evaluating Mentoring's Role in Induction The Mentor's Primary Role What Mentors Do: The Four Mentoring Functions Relating Assessing Coaching Guiding Teacher Mentor Standards Establishing Trust How You Act When You Trust Behaviors That Elicit Trust Paying Attention to Thoughts and Feelings Relive the Experience Confidentiality The Student Teacher Dilemma Communicating Nonverbally The Power of Body Language A Checklist of Relating Behaviors A Mentoring Relationship Is a Serving Relationship The Nontraditional New Teacher Generic Needs of New Teachers Stuff That Makes Novices Nervous Specific Needs of Your Mentee Get the Students' Perspective Gathering Resources A Treasure Hunt for Resources This Is Us Your Mentee's Learning Preferences Modes of Communication Pictures, Words, and Feelings Coaching Assumptions The Coaching Cycle The Preobservation Conference Ask Clarifying Questions The Initial Classroom Visit Focused Classroom Observations: When and How Focused Observations Data Collection Some Observation Considerations The Postobservation Conference Avoiding Embedded Negatives When to Show and Tell Sharing Your Expertise Coaching Adults How Adults Learn Criteria for Giving Useful Feedback Criteria for Receiving Feedback Guiding Your Mentee's Journey: A Decision-Making Process Identifying Your Mentee's Problems Guiding Principles The Unwilling and Unable Mentee Coaching Strategies Relating Strategies The Moderately Willing and Somewhat Able Mentee The Competent and Confident Mentee Coaching and Relating Strategies The All-of-the-Above Mentee Help James Assess His Students Practice Choosing the Appropriate Behavior From Mentor-Mentee to Peer-Peer Mentoring's Legacy: Career-Long Professional Development Teacher's Inquiry Process TIP in Action From TIP to MIP Tips and Observations Set Ground Rules Early Help Change Happen Avoid Information Overload Share Decision Making Know When to Intervene Mentoring, Remediating, and Peer Review Maintain the Relationship Don't Forget Content What Is Your Mentee Asking For? Know When to Wean Find Time to Mentor Earn Points Toward Teacher Recertification Reflect on Your Mentoring Consider Multiple Mentors Build a Mentoring Community Find Networking Opportunities Remember, Student Learning Is the Goal Pass the Torch A Teacher Mentor Standards Core Propositions Context Process Adjustment Collaboration Learning Style Inventory: Discovering How You Learn Best Mentor's Inquiry Process for Experienced Mentors Focus What Will It Be Like? Activities What Are Your Chances of Completing the Activities? When Do You Want It? Costs Does It Represent a Worthwhile Challenge? The Connecticut Competency Instrument Management of the Classroom Environment The Teacher Promotes a Positive Learning Environment The Teacher Maintains Appropriate Standards of Behavior The Teacher Engages the Students in the Activities of the Lesson The Teacher Effectively Manages Routines and Transitions Instruction The Teacher Presents Appropriate Lesson Content The Teacher Creates a Structure for Learning The Teacher Develops the Lesson to Promote Achievement of the Lesson Objectives The Teacher Uses Appropriate Questioning Strategies The Teacher Communicates Clearly, Using Precise Language and Acceptable Oral Expressions Assessment of Student Progress The Teacher Monitors Student Understanding of the Lesson and Adjusts Instruction When Necessary |
| title_auth | Mentoring new teachers / |
| title_exact_search | Mentoring new teachers / |
| title_full | Mentoring new teachers / Hal Portner ; forward by Gerald N. Tirozzi. |
| title_fullStr | Mentoring new teachers / Hal Portner ; forward by Gerald N. Tirozzi. |
| title_full_unstemmed | Mentoring new teachers / Hal Portner ; forward by Gerald N. Tirozzi. |
| title_short | Mentoring new teachers / |
| title_sort | mentoring new teachers |
| topic | Mentoring in education United States. First year teachers United States. Teachers In-service training United States. Mentorat en éducation États-Unis. Enseignants débutants États-Unis. Enseignants Formation en cours d'emploi États-Unis. EDUCATION Professional Development. bisacsh First year teachers fast Mentoring in education fast Teachers In-service training fast Berufsanfänger gnd Lehrer gnd http://d-nb.info/gnd/4035088-5 Mentor gnd http://d-nb.info/gnd/4169443-0 |
| topic_facet | Mentoring in education United States. First year teachers United States. Teachers In-service training United States. Mentorat en éducation États-Unis. Enseignants débutants États-Unis. Enseignants Formation en cours d'emploi États-Unis. EDUCATION Professional Development. First year teachers Mentoring in education Teachers In-service training United States Berufsanfänger Lehrer Mentor USA |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=470542 |
| work_keys_str_mv | AT portnerhal mentoringnewteachers |