ERIC Number: ED424226
Record Type: RIE
Publication Date: 1998
Mentoring New Teachers.
This book presents a guide for setting up a new teacher mentoring program. Chapter 1, "Relating," stresses the important part a relationship plays in the mentoring process. A set of introspective exercises teaches ways to establish trust and pay attention to nonverbal communication. Chapter 2, "Assessing," provides ways to gather and diagnose data about a mentee's teaching, learning, and acculturation needs. Exercises and suggestions help determine how the mentee receives and processes information. Chapter 3, "Coaching," explains classroom observation and pre- and post-observation conferencing strategies. A series of exercises clarifies and provides the opportunity to practice behaviors needed to help a mentee reflect on his/her performance and make decisions about his/her teaching. Chapter 4, "Guiding," provides ways to wean a mentee from dependence on the mentor. The chapter discusses and provides opportunities to practice diagnosing a mentee's level of ability and motivation in relation to a given situation and to use appropriate behaviors to address the situation and move the novice to a higher level. Chapter 5, "Tips and Observations," suggests ways to make mentoring more effective and gratifying. The resources at the end of the book include an annotated bibliography of supplemental material and the Connecticut Competency Instrument, which describes the teaching competencies expected of a beginning teacher that are observable in the teacher's classroom. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Interpersonal Competence, Mentors, Peer Teaching, Program Development, Teacher Collaboration, Teacher Competencies, Teacher Evaluation, Teachers, Teaching Experience
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (paper: ISBN-0-8039-6715-2, $18.95; cloth: ISBN-0-8039-6714-4, $44.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: "Foreword by Gerald N. Tirozz."