ERIC Number: ED495508
Record Type: Non-Journal
Publication Date: 2004-Aug-14
Cultivating High-Quality Teaching through Induction and Mentoring
Bartell, Carol A.
The first few years of teaching are the most challenging. During these years, teachers are most likely to become discouraged and disillusioned. Yet these early years are also the time when teachers establish practices that last throughout their careers. This book focuses on new teachers' needs while emphasizing high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice. Through extensive research, the author has identified the critical elements in shaping induction policies that lead to teacher retention and improved student achievement. Because teachers begin with different levels of preparation, the author addresses how to adjust programs to meet differing needs in a variety of school contexts. Bridging the gap between knowledge and practice, this handbook includes: (1) a description of the challenges that new teachers face; (2) the key elements of an effective induction plan; (3) the role of mentoring in a successful induction program; (4) information on induction in the most challenging setting-urban schools; and (5) models and approaches to assessment during the induction period. Throughout, this book emphasizes a developmental approach to encouraging teachers to a higher level of practice that extends beyond the usual survival skills. Following a foreword (Linda Darling-Hammond) and a preface, the book is divided into the following chapters: (1) The Challenges Facing Beginning Teachers; (2) Understanding the Stages of Teacher Development; (3) The Characteristics of Effective Induction Programs; (4) Mentoring Strategies and Best Practices; (5) Urban Schools and Induction; (6) Standards-Based Teaching and Reflective Practice; (7) Teacher Assessment; and (8) Developing Induction Policies to Shape Induction Practices. A list of references and an index conclude the book.
Descriptors: Teacher Persistence, Mentors, Beginning Teacher Induction, Beginning Teachers, Teacher Competencies, Teaching Skills, Academic Standards, Teacher Evaluation, Reflective Teaching, Urban Schools, Faculty Development, Program Effectiveness, Educational Policy, Policy Formation
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A