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Mentoring Across Boundaries

Helping Beginning Teachers Succeed in Challenging Situations

Jean Boreen and Donna Niday with Mary K. Johnson

Designed for mentors, administrators, and teacher educators, Mentoring Across Boundaries builds on the foundations of the authors' previous book, Mentoring Beginning Teachers, to explore many of the specific issues that impact the mentoring relationship, including the school environment, the mentee's stage of career, and other influences.

 

Product Details

  • Author: Jean Boreen and Donna Niday with Mary K. Johnson
  • ISBN: 978-157110-377-2
  • Year:2003
  • Media: 224 pp/paper
  • Grade Range: K-12
  • Item No: WEB-0377


Designed for mentors, administrators, and teacher educators, Mentoring Across Boundaries builds on the foundations of the authors' previous book, Mentoring Beginning Teachers, to explore many of the specific issues that impact the mentoring relationship.

While there are general mentoring strategies that apply to nearly all programs, the success of any individual mentoring situation is affected by the relationship between mentor and mentee, the school environment, the mentee's stage of career, and other influences.

Among the issues the authors explore are:

  • age, gender, and culture in the mentoring relationship;
  • new teachers in urban or rural school environments;
  • veteran teachers moving across buildings or into a new school;
  • teachers working with at-risk students;
  • mentoring burned-out” teachers;
  • self-mentoring;
  • working with struggling teachers;
  • mentoring through technology.

The most recent report from the National Commission on Teacher and America's Future states that The conventional wisdom is that we can't find enough good teachers. The truth is that we can't keep enough good teachers.” Mentoring has proven one of the most effective ways to keep teachers in the field. With Mentoring Across Boundaries in hand, mentors and administrators will find the guidance they need to navigate many of the rough spots that have the potential to derail successful mentoring.

Table of Contents

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Contents
Foreword
Acknowledgements
Introduction
>Part I: Setting the Stage for Effective Mentoring
1. Choosing and Supporting Good Mentors
2. Mentoring Through Goal Setting: "Where Are We Going and How Do We Know We Have Arrived?"
Part II: Responding to Challenging Situations
3. Age and Gender
4. Mentoring Across Culture
5. Mentoring in Rural or Urban Schools
6. Moving Across Buildings or Districts: Experienced Teachers in New Environments
7. Mentoring the Teacher Teaching At-Risk Students
8. Mentoring to Avoid Burnout
9. Self-Mentoring: Coaching Oneself Toward Growth
10. Mentoring the Teacher Who Struggles
11. Thinking Outside the Box: Using Technology to Support Mentoring
Appendix A: Internet Resources for Mentors and Beginning Teachers
Appendix B: Sample Mentoring Questionnaires
Contributors
References

About the Authors

Jean Boreen
Jean Boreen is an associate professor of English education at Northern Arizona University in Flagstaff, Arizona, where she regularly teaches secondary methods courses on young adult literature and teaching literature in secondary schools. >more

Mary Johnson
Mary K. Johnson, a veteran secondary and university educator, has taught English and ESL courses in the U.S., Hong Kong, and Papua New Guinea. >more

Donna Niday
After twenty years of teaching in public schools, Donna Niday now serves as an associate professor of English at Iowa State University where she directs the first-year writing program, supervises student teachers, and teaches young adult literature... >more

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