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
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 contextsHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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