'Mentoring Novice Teachers is thorough, comprehensive, and well thought out. The author provides an important addition to the growing number of publications about mentoring. Its focus is on the content of mentor training and development. Content is conveyed in a constructivist mode through the means of group dialogue, while at the same time, allowing for individual reflection' - Hal Portner, Author, Mentoring New Teachers Mentoring Novice Teachers: Fostering a Dialogue Process focuses on building the knowledge, skills, and competencies mentors need in order to effectively support and guide new…mehr
'Mentoring Novice Teachers is thorough, comprehensive, and well thought out. The author provides an important addition to the growing number of publications about mentoring. Its focus is on the content of mentor training and development. Content is conveyed in a constructivist mode through the means of group dialogue, while at the same time, allowing for individual reflection' - Hal Portner, Author, Mentoring New Teachers Mentoring Novice Teachers: Fostering a Dialogue Process focuses on building the knowledge, skills, and competencies mentors need in order to effectively support and guide new teachers. The book examines roles in mentoring relationships, presents strategies that foster trust and open communication, and offers practical ideas for addressing the specific needs of novice teachers. Reflections, discussion prompts, and role-plays are incorporated throughout the book to increase the mentor's awareness and promote positive and effective interactions between mentors and beginning teachers. Enhancements to the second edition include: o A facilitator's guide that outlines how to use this book in mentor training o Expanded coverage of mentoring strategies and processes o Updated research about effective mentoring and communication o A stronger focus on the implications of mentoring individuals with diverse backgrounds and experiences This unique resource blends theory and practice in a format that meets the needs of mentors and facilitates a powerful means of support for novice teachers.
Debra Eckerman Pitton is an Associate Professor of Education at Gustavus Adolphus College in St. Peter, MN, where she teaches middle school and secondary methods courses, and supervises student teachers. In addition, she conducts mentor training workshops for school districts across the country, and regularly presents at conferences. She has taught language arts at the middle school and high school levels, and interpersonal and group communication at the community college level. She has also served as assistant superintendent for curriculum and learning.
Inhaltsangabe
Preface Acknowledgments About the Author 1. Defining the Mentoring Relationship What Is a Mentor? Why We Need Mentors Why We Need Mentor Training Why Be a Mentor? A Personal Vision of Teaching Roles in Mentoring 2. The Heart of Mentoring: Trust and Open Communication Building Trust Open Communication Building a Mentoring Relationship With an Experienced Colleague 3. Understanding the Needs of the Novice Teacher Dealing With a Range of Needs 4. Addressing the Novice Teacher's Specific Needs The Need for an Action Plan and Resources The Need for Honesty What Student Teachers Need 5. The Mentor's Lens Viewing Teaching and Learning Through a Lens 6. The Conferencing Cycle The Pre-Observation Conference The Observation The Post-Observation Conference 7. Data-Gathering Techniques and Tools Qualitative Versus Quantitative Data Scripting Proximity Analysis Verbal Flow Numeric Data Video- and Audiotaping 8. Evaluating the Mentoring Experience Program Evaluation Evaluation for Personal Growth: Mentors Evaluation for Personal Growth: The Novice Teacher Resource A: Mentoring Projects Project: Novice Teacher Resource Book Project: Formative Action Plan Project: Sharing Your Expertise Project: Reflections Project: E-Mentoring and Electronic Discussions Resource B: Role-Plays Scenarios Additional Mentor/Mentee Situations Resource C: How to Use This Text: A Guide for Individuals and Facilitators Facilitator¿s Guide to Setting Up a Workshop Workshop Sessions Resource D: Web Sites for Mentors Bibliography Index
Preface Acknowledgments About the Author 1. Defining the Mentoring Relationship What Is a Mentor? Why We Need Mentors Why We Need Mentor Training Why Be a Mentor? A Personal Vision of Teaching Roles in Mentoring 2. The Heart of Mentoring: Trust and Open Communication Building Trust Open Communication Building a Mentoring Relationship With an Experienced Colleague 3. Understanding the Needs of the Novice Teacher Dealing With a Range of Needs 4. Addressing the Novice Teacher's Specific Needs The Need for an Action Plan and Resources The Need for Honesty What Student Teachers Need 5. The Mentor's Lens Viewing Teaching and Learning Through a Lens 6. The Conferencing Cycle The Pre-Observation Conference The Observation The Post-Observation Conference 7. Data-Gathering Techniques and Tools Qualitative Versus Quantitative Data Scripting Proximity Analysis Verbal Flow Numeric Data Video- and Audiotaping 8. Evaluating the Mentoring Experience Program Evaluation Evaluation for Personal Growth: Mentors Evaluation for Personal Growth: The Novice Teacher Resource A: Mentoring Projects Project: Novice Teacher Resource Book Project: Formative Action Plan Project: Sharing Your Expertise Project: Reflections Project: E-Mentoring and Electronic Discussions Resource B: Role-Plays Scenarios Additional Mentor/Mentee Situations Resource C: How to Use This Text: A Guide for Individuals and Facilitators Facilitator¿s Guide to Setting Up a Workshop Workshop Sessions Resource D: Web Sites for Mentors Bibliography Index
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