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…mehr
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.
The main fictional character in this book is a linguist
Inhaltsangabe
Acknowledgments List of Important Figures, Tables, and Textboxes Foreword, Ellen Moir Preface Introduction New Teacher Mentoring Program Assessment Rubric Section I: Features of Effective Mentoring Chapter 1: Careful Selection of Mentors Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development Chapter 3: Strategic Deployment of Mentors Chapter 4: Protected and Well-Used Mentoring Time Chapter 5: Using Data to Support Continuous Program Improvement Section I Discussion Guide Section II: Tailoring Mentoring Support Chapter 6: Consideration of New Teacher Needs and Experiences Chapter 7: Planning for New Teacher Growth and Development Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers Section II Discussion Guide Section III: Administrative Support and School Context Chapter 9: Sustainably Assigning New Teachers Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues Chapter 11: Deepening Mentor-Administrator Connections Chapter 12: Fostering Positive New Teacher-Administrator Relationships Section III Discussion Guide Conclusion: Bringing It All Together References
Acknowledgments List of Important Figures, Tables, and Textboxes Foreword, Ellen Moir Preface Introduction New Teacher Mentoring Program Assessment Rubric Section I: Features of Effective Mentoring Chapter 1: Careful Selection of Mentors Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development Chapter 3: Strategic Deployment of Mentors Chapter 4: Protected and Well-Used Mentoring Time Chapter 5: Using Data to Support Continuous Program Improvement Section I Discussion Guide Section II: Tailoring Mentoring Support Chapter 6: Consideration of New Teacher Needs and Experiences Chapter 7: Planning for New Teacher Growth and Development Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers Section II Discussion Guide Section III: Administrative Support and School Context Chapter 9: Sustainably Assigning New Teachers Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues Chapter 11: Deepening Mentor-Administrator Connections Chapter 12: Fostering Positive New Teacher-Administrator Relationships Section III Discussion Guide Conclusion: Bringing It All Together References
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