Making Mentoring Work

AvEmily Davis

Häftad, Engelska, 2014

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Beskrivning

Making Mentoring Work is a practical guide for school leaders interested in beginning or enhancing their mentoring programs for new teachers. Readers can use the mentoring program rubric to pre-assess their program and then choose the chapters that correspond to areas of growth. Each chapter provides background research as well as practical steps and tools to make mentoring work in a school environment. At the end of each section, readers will find discussion guides that support program leaders in making the next steps; organizing conversations with stakeholders that will transform and streamline new teacher support programs; and increase new teacher retention and practice.

Produktinformation

Utgivningsdatum:2014-08-13
Mått:152 x 229 x 16 mm
Vikt:322 g
Format:Häftad
Språk:Engelska
Antal sidor:180
Förlag:Bloomsbury Publishing Plc
ISBN:9781475804102

Utforska kategorier

Mer om författaren

Emily Davis, PhD, is the Program Director for the Santa Cruz/Silicon Valley New Teacher Project, New Teacher Center. Her work focuses primarily on the research and development of high quality mentoring for new teachers.

Recensioner i media

Every school district and county office of education should order this book for principals, mentors, and teacher leaders interested in starting or improving induction programs for new teachers in their schools. Davis provides a thorough, step-by-step approach for induction program design using insights from research and her own extensive experience as teacher and mentor. There is no better how-to book on teacher induction.

Innehållsförteckning

AcknowledgmentsList of Important Figures, Tables, and TextboxesForeword, Ellen MoirPrefaceIntroductionNew Teacher Mentoring Program Assessment RubricSection I: Features of Effective MentoringChapter 1: Careful Selection of MentorsChapter 2: Increasing Mentor Capacity Through Rigorous Professional DevelopmentChapter 3: Strategic Deployment of Mentors Chapter 4: Protected and Well-Used Mentoring TimeChapter 5: Using Data to Support Continuous Program ImprovementSection I Discussion GuideSection II: Tailoring Mentoring SupportChapter 6: Consideration of New Teacher Needs and ExperiencesChapter 7: Planning for New Teacher Growth and DevelopmentChapter 8: Tailoring Mentoring Programs to Appropriately Support New TeachersSection II Discussion GuideSection III: Administrative Support and School ContextChapter 9: Sustainably Assigning New TeachersChapter 10: Providing Opportunities for Planning and Collaboration with ColleaguesChapter 11: Deepening Mentor-Administrator ConnectionsChapter 12: Fostering Positive New Teacher-Administrator RelationshipsSection III Discussion GuideConclusion: Bringing It All TogetherReferences