ERIC Number: ED473040
Record Type: RIE
Publication Date: 2003
Teachers Mentoring Teachers: A Practical Approach to Helping New and Experienced Staff.
Daresh, John C.
This book presents an interactive, step-by-step method for implementing and evaluating mentor programs and relationships. The 11 chapters include: (1) "Mentoring: A Welcome Teaching Assistant" (e.g., benefits to mentors, proteges, and districts); (2) "Initial Program Development" (e.g., planning, implementation, and assessment); (3) "What is Our Purpose?" (e.g., decide on target groups, identify the purpose, and check the plan); (4) "Who Is a Mentor?" (e.g., mentor characteristics and mentor responsibilities); (5) "Preparing People to Serve as Mentors" (e.g., orientation to mentoring and mentor process skills); (6) "Matching Mentors to Proteges" (e.g., a case of a bad match and myths about mentor matches); (7) "What Do Mentors Do?" (e.g., developing and checking an action plan); (8) "Mentoring for Beginning Teachers" (e.g., beginning teacher needs and how mentoring can help); (9) "Mentoring for Veterans" (e.g., mentoring for experienced transfers and mentoring for veterans within a system); (10) "Did the Mentoring Program Work?" (evaluation questions and checking the plan); and (11) "Moving Beyond Starting Your Mentoring Program" (e.g., reviewing local priorities and what happens after mentoring). Appendixes present answers to the Mentoring Background Quiz in Chapter 1 and the Mentor-Protege Action Planning Form. (SM)
Descriptors: Beginning Teachers, Elementary Secondary Education, Mentors, Program Development, Program Evaluation, Program Implementation, Teacher Collaboration, Teacher Responsibility
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (Paperbound: ISBN-0-7619-4576-8, $29.95; Hardbound: ISBN-0-7619-4575-X, $65.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: firstname.lastname@example.org; Web site: http://www.corwinpress.com.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A