NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED467799
Record Type: RIE
Publication Date: 2002
Pages: 183
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7619-4549-0
ISSN: N/A
Being An Effective Mentor: How to Help Beginning Teachers Succeed.
Jonson, Kathleen Feeney
This guide is designed to help mentor teachers develop effective mentoring strategies, discussing how to provide direct assistance, demonstration teaching, observation, and feedback, informal contact, and role modeling. It offers monthly listings of activities designed to promote interaction between mentors and proteges that correspond to activities and events occurring in a typical school year. The eight chapters are: (1) "Passing the Torch" (how mentoring programs help beginning teachers); (2) "Setting Up for Success" (elements of effective programs); (3) "Remembering the First Days" (guiding beginning teachers through the first days); (4) "Getting Off to a Good Start" (building teaching, interpersonal, and coping skills); (5) "Strategies for Mentoring" (interacting with beginning teachers: observations, feedback, and assistance); (6) "Working as a Partner With the Adult Learner" (e.g., learning to trust and the importance of reflection); (7) "Why Be a Mentor? The Pitfalls and Payoffs"; and (8) "Putting it All Together" (month-by-month mentoring activities and year-at-a-glance checklist). Five additional resources include a mentor-mentee action plans, a framework of teaching competencies, teachers' developmental stages, a first-day checklist, and a supervisory beliefs inventory. (Contains 102 references.) (SM)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-4549-0, $29.95; hardbound: ISBN-0-7619-4524-5, $65.95). Tel: 805-499-9734; Fax: 804-499-2692; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A