Denise M. Gudwin, Magda D. Salazar-Wallace
Mentoring and Coaching
A Lifeline for Teachers in a Multicultural Setting
Denise M. Gudwin, Magda D. Salazar-Wallace
Mentoring and Coaching
A Lifeline for Teachers in a Multicultural Setting
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Help new teachers thrive in culturally and linguistically diverse school settings! Drawing from their own personal and professional experience, the authors offer practical examples of how mentors can help novice teachers navigate the challenges of teaching in a culturally and linguistically diverse (CLD) school. Filled with vignettes that capture the real-life experiences of new teachers and their mentors, this book: Illustrates how to develop effective teacher-to-teacher mentoring relationships Raises readers' awareness of issues that might arise from CLD differences and facilitates more…mehr
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Help new teachers thrive in culturally and linguistically diverse school settings! Drawing from their own personal and professional experience, the authors offer practical examples of how mentors can help novice teachers navigate the challenges of teaching in a culturally and linguistically diverse (CLD) school. Filled with vignettes that capture the real-life experiences of new teachers and their mentors, this book: Illustrates how to develop effective teacher-to-teacher mentoring relationships Raises readers' awareness of issues that might arise from CLD differences and facilitates more effective communication Offers reproducible resources, agendas, and other sample materials for a variety of contexts
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Corwin
- Seitenzahl: 176
- Erscheinungstermin: 11. Januar 2010
- Englisch
- Abmessung: 286mm x 221mm x 14mm
- Gewicht: 721g
- ISBN-13: 9781412979573
- ISBN-10: 1412979579
- Artikelnr.: 27292608
- Verlag: Corwin
- Seitenzahl: 176
- Erscheinungstermin: 11. Januar 2010
- Englisch
- Abmessung: 286mm x 221mm x 14mm
- Gewicht: 721g
- ISBN-13: 9781412979573
- ISBN-10: 1412979579
- Artikelnr.: 27292608
Denise M. Gudwin is currently an adjunct professor at Florida International University and national consultant for the Bureau of Educational Research. She retired from Miami-Dade County Public Schools after thirty years of service, July 2008. Her past experiences in the fourth-largest school district include teacher, district curriculum support specialist, district instructional supervisor of Programs for Learning Disabilities, and district executive director, Office of Professional Development and Center for Professional Learning. Denise is the author of four teacher seminar handbooks with the Bureau of Education and Research and A Qualitative Study of the Perceptions of Six Preservice Teachers: Implementing Oral and Written Retelling Strategies in Teaching Reading to Students with Learning Disabilities (2002 ERIC 466 869); she is co-author of the Phonological Awareness and Early Literacy Assessment (Wright Group), Professional Development: Assisting Urban Schools in Making Annual Yearly Progress (September 2007 - the Journal of Urban Learning, Teaching, and Research), and A Qualitative Study of New/Early Career Special Education Teacher Retention in a Multicultural Urban Setting (Spring 2008 - Florida Educational Leadership Journal). She is past president of Council for Exceptional Children (CEC), Miami Chapter 121; newsletter editor, Florida Council for Exceptional Children (FCEC), and conference chair for the 2007 State FCEC Conference; and past president for FCEC Florida Division of Learning Disabilities (DLD). Gudwin's graduate work includes a master's degree in reading and a PhD in education leadership with a focus on teaching reading to students with learning disabilities. Her areas of interests are literacy, student success, learning disabilities, teacher support, professional development, and research.
List of Tables and Figures
Foreword, by Joan T. Wynne
Preface
Acknowledgments
About the Authors
1. Teacher-to-Teacher: Making a Difference
Teachers Making a Difference
Enhanced Personal Growth
Mentoring
From the Voice of Magda
From the Voice of Denise
2. The Voice of the Struggling Teacher
Typical Stages of Teacher Development
Struggles
Joys
Managing Tips
3. Teacher Leaders and Their Roles as Mentors
Teachers as Leaders
Mentoring
The Role of the Mentor
What Do the Voices of New Teachers Say About Mentors and Their Roles
What We Now Know
4. Characteristics of Effective Coaching
Components of Effective Coaching
Designs for Effective Peer Coaching
The Art of Coaching
Coaching and Intergenerational and Cultural-Linguistic Differences
5. Communication
Intercultural Communication
Nonverbal Communication
Listening in Intercultural Settings
Intergenerational Differences in Communication
Written Communication
Intercultural Communication and the Standards of the Profession
Appendix 5.1: Project GATE Newsletter
6. Mentoring in a Large Multicultural Urban District: Induction Programs
and a Case Study
What Does the Research Say About Retention of Beginning Teachers?
What an Induction Program Should Look Like
A Case Study
Appendix 6.1: Beginning Teacher Questionnaire
Appendix 6.2: Interview Question Guide
Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively)
2006?2007 School Year
Appendix 6.4: Sample Special Education Mentor Teacher Application
Appendix 6.5: Sample Special Education New- and Early-Career Teacher
Application
Appendix 6.6: Project GATE 2006?2007 Yearly Calendar At-a-Glance
7. Professional Development Through Learning Opportunities
Professional Development
Professional Development That Embraces Diversity
Facilitating Adult Learning Opportunities Effectively
Study Groups
Instructional Data Discussions
Professional Learning Communities
Quality
Personal and Professional Growth
8. Lessons Learned
What We Have Learned
What Are the Lessons Learned, and, Just as Important, From Whom Did We
Learn Them?
From the Voices of Two Teachers
What Are the Connecting Threads Woven Into the Experiences of Successful
Mentoring Relationships and Successful New Teachers?
Glossary of Terms
References
Index
Foreword, by Joan T. Wynne
Preface
Acknowledgments
About the Authors
1. Teacher-to-Teacher: Making a Difference
Teachers Making a Difference
Enhanced Personal Growth
Mentoring
From the Voice of Magda
From the Voice of Denise
2. The Voice of the Struggling Teacher
Typical Stages of Teacher Development
Struggles
Joys
Managing Tips
3. Teacher Leaders and Their Roles as Mentors
Teachers as Leaders
Mentoring
The Role of the Mentor
What Do the Voices of New Teachers Say About Mentors and Their Roles
What We Now Know
4. Characteristics of Effective Coaching
Components of Effective Coaching
Designs for Effective Peer Coaching
The Art of Coaching
Coaching and Intergenerational and Cultural-Linguistic Differences
5. Communication
Intercultural Communication
Nonverbal Communication
Listening in Intercultural Settings
Intergenerational Differences in Communication
Written Communication
Intercultural Communication and the Standards of the Profession
Appendix 5.1: Project GATE Newsletter
6. Mentoring in a Large Multicultural Urban District: Induction Programs
and a Case Study
What Does the Research Say About Retention of Beginning Teachers?
What an Induction Program Should Look Like
A Case Study
Appendix 6.1: Beginning Teacher Questionnaire
Appendix 6.2: Interview Question Guide
Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively)
2006?2007 School Year
Appendix 6.4: Sample Special Education Mentor Teacher Application
Appendix 6.5: Sample Special Education New- and Early-Career Teacher
Application
Appendix 6.6: Project GATE 2006?2007 Yearly Calendar At-a-Glance
7. Professional Development Through Learning Opportunities
Professional Development
Professional Development That Embraces Diversity
Facilitating Adult Learning Opportunities Effectively
Study Groups
Instructional Data Discussions
Professional Learning Communities
Quality
Personal and Professional Growth
8. Lessons Learned
What We Have Learned
What Are the Lessons Learned, and, Just as Important, From Whom Did We
Learn Them?
From the Voices of Two Teachers
What Are the Connecting Threads Woven Into the Experiences of Successful
Mentoring Relationships and Successful New Teachers?
Glossary of Terms
References
Index
List of Tables and Figures
Foreword, by Joan T. Wynne
Preface
Acknowledgments
About the Authors
1. Teacher-to-Teacher: Making a Difference
Teachers Making a Difference
Enhanced Personal Growth
Mentoring
From the Voice of Magda
From the Voice of Denise
2. The Voice of the Struggling Teacher
Typical Stages of Teacher Development
Struggles
Joys
Managing Tips
3. Teacher Leaders and Their Roles as Mentors
Teachers as Leaders
Mentoring
The Role of the Mentor
What Do the Voices of New Teachers Say About Mentors and Their Roles
What We Now Know
4. Characteristics of Effective Coaching
Components of Effective Coaching
Designs for Effective Peer Coaching
The Art of Coaching
Coaching and Intergenerational and Cultural-Linguistic Differences
5. Communication
Intercultural Communication
Nonverbal Communication
Listening in Intercultural Settings
Intergenerational Differences in Communication
Written Communication
Intercultural Communication and the Standards of the Profession
Appendix 5.1: Project GATE Newsletter
6. Mentoring in a Large Multicultural Urban District: Induction Programs
and a Case Study
What Does the Research Say About Retention of Beginning Teachers?
What an Induction Program Should Look Like
A Case Study
Appendix 6.1: Beginning Teacher Questionnaire
Appendix 6.2: Interview Question Guide
Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively)
2006?2007 School Year
Appendix 6.4: Sample Special Education Mentor Teacher Application
Appendix 6.5: Sample Special Education New- and Early-Career Teacher
Application
Appendix 6.6: Project GATE 2006?2007 Yearly Calendar At-a-Glance
7. Professional Development Through Learning Opportunities
Professional Development
Professional Development That Embraces Diversity
Facilitating Adult Learning Opportunities Effectively
Study Groups
Instructional Data Discussions
Professional Learning Communities
Quality
Personal and Professional Growth
8. Lessons Learned
What We Have Learned
What Are the Lessons Learned, and, Just as Important, From Whom Did We
Learn Them?
From the Voices of Two Teachers
What Are the Connecting Threads Woven Into the Experiences of Successful
Mentoring Relationships and Successful New Teachers?
Glossary of Terms
References
Index
Foreword, by Joan T. Wynne
Preface
Acknowledgments
About the Authors
1. Teacher-to-Teacher: Making a Difference
Teachers Making a Difference
Enhanced Personal Growth
Mentoring
From the Voice of Magda
From the Voice of Denise
2. The Voice of the Struggling Teacher
Typical Stages of Teacher Development
Struggles
Joys
Managing Tips
3. Teacher Leaders and Their Roles as Mentors
Teachers as Leaders
Mentoring
The Role of the Mentor
What Do the Voices of New Teachers Say About Mentors and Their Roles
What We Now Know
4. Characteristics of Effective Coaching
Components of Effective Coaching
Designs for Effective Peer Coaching
The Art of Coaching
Coaching and Intergenerational and Cultural-Linguistic Differences
5. Communication
Intercultural Communication
Nonverbal Communication
Listening in Intercultural Settings
Intergenerational Differences in Communication
Written Communication
Intercultural Communication and the Standards of the Profession
Appendix 5.1: Project GATE Newsletter
6. Mentoring in a Large Multicultural Urban District: Induction Programs
and a Case Study
What Does the Research Say About Retention of Beginning Teachers?
What an Induction Program Should Look Like
A Case Study
Appendix 6.1: Beginning Teacher Questionnaire
Appendix 6.2: Interview Question Guide
Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively)
2006?2007 School Year
Appendix 6.4: Sample Special Education Mentor Teacher Application
Appendix 6.5: Sample Special Education New- and Early-Career Teacher
Application
Appendix 6.6: Project GATE 2006?2007 Yearly Calendar At-a-Glance
7. Professional Development Through Learning Opportunities
Professional Development
Professional Development That Embraces Diversity
Facilitating Adult Learning Opportunities Effectively
Study Groups
Instructional Data Discussions
Professional Learning Communities
Quality
Personal and Professional Growth
8. Lessons Learned
What We Have Learned
What Are the Lessons Learned, and, Just as Important, From Whom Did We
Learn Them?
From the Voices of Two Teachers
What Are the Connecting Threads Woven Into the Experiences of Successful
Mentoring Relationships and Successful New Teachers?
Glossary of Terms
References
Index