Mentoring Beginning Teachers
Guiding, Reflecting, Coaching
Jean Boreen, Mary K. Johnson, Donna Niday, and Joe Potts
The first edition of Mentoring Beginning Teachers was named an Outstanding Academic Title by the American Library Association's Choice magazine in 2000. The expanded second edition — packed with insights, anecdotes, and updated research — provides mentors with a road map for helping new teachers become confident, reflective educators.
- Author: Jean Boreen, Mary K. Johnson, Donna Niday, and Joe Potts
- ISBN: 978-157110-742-8
- Media: 208 pp/paper
- Grade Range: K-12
- Item No: WEB-0742
The first edition of Mentoring Beginning Teachers was named an Outstanding Academic Title by the American Library Association's Choice magazine in 2000. The expanded second edition — packed with insights, anecdotes, and updated research — provides mentors with a road map for helping new teachers become confident, reflective educators. The collaborative model outlined in the book is enlightening and rewarding for the mentor and the novice alike.
The authors have incorporated the latest findings on all aspects of mentoring — from preparing to be a mentoring guide or coach to school culture and parent outreach. Teachers will find five new chapters on working with ELL students, working with parents, curriculum mapping, school culture, and the role of administrators within an effective mentoring system.
Organized around a series of questions, the book allows mentors to quickly locate practical advice to match any mentoring situation. The range of resources includes: recommendations for pairing mentors and teachers, questions to jump-start conversations, ideas for teacher reflection, and answers to the most commonly asked mentor questions.
Mentoring Beginning Teachers Second Edition provides a comprehensive and tested plan for helping mentors guide new teachers in moving beyond the basics of plan/teach/evaluate to a higher level of joint assessment and inquiry.
Table of Contents
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Chapter 1: Why Do I Want to Be Part of a Mentoring Experience?
Chapter 2: Why Do We Need Mentors?
Chapter 3: How Do I Prepare to Be a Mentoring Guide?
Chapter 4: How Do I Prepare to Be a Mentoring Coach?
Chapter 5: How Do I Encourage Reflection?
Chapter 6: How Do I Help with Classroom Management Challenges?
Chapter 7: How Do I Encourage Teachers Who Work with English Language Learners?
Chapter 8: How Do I Help Integrate Beginning Teachers into the School Culture?
Chapter 9: How Do I Promote Effective Relationships with Parents/Guardians?
Chapter 10: How Do I Provide Mentoring Opportunities During Curriculum Mapping?
Chapter 11: How Should Mentors Communicate with Administrators?
Chapter 12: How Do I Encourage Professional Development?
Chapter 13: "What If?" Questions from Mentors
About the Authors
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
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