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.
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.
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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