This is the first book in a two-book set written as a month-to-month curriculum to guide conversations between mentors and new teachers.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Carol Pelletier Radford is the founder of Mentoring in Action, an organization dedicated to the success of novice teachers and their mentors. Before she established her own organization to support mentors and new teachers, she was a veteran elementary school teacher and a teacher preparation leader. Carol is the author of Corwin's bestselling books Mentoring in Action: Guiding, Sharing, and Reflecting With Novice Teachers and The First Years Matter: Becoming an Effective Teacher. Carol received her Education Doctorate from the Harvard University Graduate School of Education, where she focused her studies on mentoring and teacher leadership. She is also a certified yoga teacher who practices meditation and shares mindfulness strategies with educators through her online courses and website. Her podcast Teaching With Light features the stories of teachers and inspirational leaders. Her next passion project is the creation of a Teacher Legacy Network, where retired teachers can share their wisdom with the next generation of teachers. You can learn more about Carol, find free resources, videos, meditations, courses, and all of her books at mentoringinaction.com/. Twitter: @MentorinAction Facebook: @MentoringinAction4Teachers Instagram: @cpradford
Inhaltsangabe
Foreword Preface Acknowledgments About the Author Introduction: Welcome to Mentoring in Action! Part I Inducting a Novice Teacher into the Teaching Profession Induction Programs Must Prepare and Support Mentors Mentors Are Teacher Leaders Sustainable Mentoring What Is Mentoring in Action? Principles for Effective Mentoring Qualities and Skills of Effective Mentors Purposeful Mentoring Conversations Part II Month-by-Month Mentoring: Supporting Novice Teachers Why Do We Need a Mentoring Curriculum? A Month-by-Month Cycle for Mentoring The Transformation of a Teacher Orientation to the School and Community: Resources and Values Beginning the School Year Successfully: Creating a Community of Learners in the Classroom Teaching for Understanding: Planning and Delivering Effective Instruction Assessing Diverse Leaders: How do Teachers Know Students Have Learned? Maintaining Balance: Teaching and Keeping the Students Interested Beginning a New Calendar Year: Looking Back and Moving Forward Engaging Students in the Curriculum: Focus on Content through Active Inquiry Collaborating with Novice Teachers: Observing and Building a Trusting Relationship Standards: Creating Meaningful Standards-Based Learning Experiences for Students Assessing Students¿ Progress: High-Stakes Tests and Teacher Assessment Completing the Year: Paperwork, Relationships, and Closing a Room Final Reflection and Planning For Next Year: Retreat, Reflect, Renew
Foreword Preface Acknowledgments About the Author Introduction: Welcome to Mentoring in Action! Part I Inducting a Novice Teacher into the Teaching Profession Induction Programs Must Prepare and Support Mentors Mentors Are Teacher Leaders Sustainable Mentoring What Is Mentoring in Action? Principles for Effective Mentoring Qualities and Skills of Effective Mentors Purposeful Mentoring Conversations Part II Month-by-Month Mentoring: Supporting Novice Teachers Why Do We Need a Mentoring Curriculum? A Month-by-Month Cycle for Mentoring The Transformation of a Teacher Orientation to the School and Community: Resources and Values Beginning the School Year Successfully: Creating a Community of Learners in the Classroom Teaching for Understanding: Planning and Delivering Effective Instruction Assessing Diverse Leaders: How do Teachers Know Students Have Learned? Maintaining Balance: Teaching and Keeping the Students Interested Beginning a New Calendar Year: Looking Back and Moving Forward Engaging Students in the Curriculum: Focus on Content through Active Inquiry Collaborating with Novice Teachers: Observing and Building a Trusting Relationship Standards: Creating Meaningful Standards-Based Learning Experiences for Students Assessing Students¿ Progress: High-Stakes Tests and Teacher Assessment Completing the Year: Paperwork, Relationships, and Closing a Room Final Reflection and Planning For Next Year: Retreat, Reflect, Renew
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