ERIC Number: ED469427
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Being Mentored: A Guide for Proteges.
This book contains activities and discussions regarding the essential skills, understandings, and behaviors needed to profit from being mentored. Each chapter provides principles for success and offers suggestions for action. An annotated compendium of publications and Internet sites of interest to new teachers is included. Chapter 1, "Participate," discusses how proteges can contribute to the development and maintenance of mentoring relationships. Chapter 2, "Take Responsibility," discusses how proteges can take responsibility and be proactive in the mentoring process. Chapter 3, "Observe," focuses on how proteges can take advantage of opportunities to observe others teach. Chapter 4, "Ask," looks at how proteges can solicit and receive help. Chapter 5, "Chart Your Course," discusses how proteges can identify what they need to know and make decisions about their own professional development. Chapter 6, "Network," explains how proteges can seek and create opportunities to exchange information and support with their peers. Chapter 7, "Take Informed Risks," discusses how proteges can learn by trying something new and different. Chapter 8, "Reflect," notes how proteges can critically examine the implications of their experience in order to learn. Chapter 9, "Give Back," explains how proteges can contribute to their schools' programs, procedures, and culture. (Contains 20 references.) (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Mentors, Teacher Collaboration, Teacher Responsibility
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-4553-9: $24.95; hardbound: ISBN-0-7619-4552-0: $55.95). Tel: 805-499-9734; Fax: 805-499-2692; e-mail: firstname.lastname@example.org; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A