Ann Lieberman, Susan Hanson, Ellen Moir, Janet Gless
A useful guide for teacher mentors as they face new and difficult challenges in their work
New teachers often struggle to apply their knowledge in real-world settings, and the idea of mentoring these teachers during their first years in the classroom has captured the imagination of schools all over the world. Drawn from the experiences over the last twenty years of the New Teacher Center, the book illuminates the subtleties and struggles of becoming an excellent, effective mentor. The book discusses the five big tensions of mentoring: developing a new identity, developing trusting relationships, accelerating teacher growth, mentoring in challenging contexts, and learning leadership skills.
- Describes in-depth the most common challenges of the mentor role
- A wonderful guide for both new and veteran mentors
- Includes engaging firsthand narratives written by mentors working in a variety of settings
Terry Field, Barbara Field (Editor)
School-based teacher education is being implemented and this book explores the changing role and function of the supervisory teacher in the classroom. The ramifications of the changes to pre-service teacher training are enormous. The staffing of some parts of universities will be affected dramatically; the distribution of funds will change; the tasks of many teachers in school will be different as they find themselves becoming teacher educators rather than supervisors in their new role as mentors. In this highly readable book, the Fields, through a series of case studies, drawn from the UK and Australia, focus on the changing roles and responsibilities of those central to the preparation of the next generation of teachers.; Chapters consider the overall effect that mentoring will have on the teaching profession. The book looks at the skills required by teachers and, in particular, the beginning teacher; the experiences of teachers in-training undergoing education programs; teachers’ supervisory roles; and how universities will be affected by the changes.; Practical guidance is given for teachers becoming mentors and how mentoring can lead to professional development and as a way forward in teachers’ careers.
John C. Daresh
This highly interactive guide offers a step-by-step method for planning, implementing, and evaluating mentor programs to maximize teacher satisfaction and productivity
W. Gibb Dyer Jr., William G. Dyer, Jeffrey H. Dyer
Now in its fifth edition, Team Building is a classic in the field of organization development. In this new edition, the authors strengthen the Four Cs framework that was introduced in the fourth edition and add a wealth of new illustrative examples, a chapter on the challenges of managing cross-functional teams, and a chapter on leading innovative teams in a competitive environment. To complement the text, the authors have developed two online assessments: one designed for use in the classroom with student teams and one designed for teams within organizations. For more information, please visit www.josseybass.com/go/dyerteamassessments. The fifth edition of Team Building provides the next generation of team leaders, team members, and team consultants with the knowledge and skills they need to create effective and high-functioning teams.
Quincey Lasandra Jr. Daniels
What does the new teacher need to know? How does the new teacher navigate the “hidden curriculum” of the schools in which they perform the greatest service to our nation….that of educating the children of the United States. In this book, the new teacher mentoring guide provides some of the answers to the “daily questions” of working with co-workers, administrators, parents; understanding special education, race relations and teacher evaluation.
A combination of research and conversations that teachers would want to have with an educator with 25 years of experience in the field of education. If you are contemplating becoming a teacher or have taken that step, this e-book is geared to give you a resource that will help you make a difference in the lives of children and provide “real world” experience in a changing field that educators must master.
Richard D. Solomon, Elaine C. Solomon
- What is a teacher?
- What should I be teaching?
- How do I plan lessons?
- What are teacher-directed models of teaching?
- What are student-engaged models of teaching?
- How do I reach all students?
- How do I manage student behavior
- What are the interpersonal, reflection, and observational skills required of a mentor teacher?
- What is the core knowledge base a mentor needs to have about how one learns to teach?