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Mentoring New Teachers

Third Edition
By: Hal Portner

This latest edition draws upon research to illustrate essential mentoring behaviors. Provides new tools such as classroom observation methods, teacher mentor standards, and learning styles assessment.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781412960090
  • Published By: Corwin
  • Year: 2008
  • Page Count: 168
  • Publication date: April 29, 2008

Price: $30.95

Price: $30.95
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"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide."
—Priscilla Miller, Director
Center for Teacher Education & Research, Westfield State College

A comprehensive guide for developing successful mentors!

Quality mentoring can provide the support and guidance critical to an educator's first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include:

  • Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners
  • Classroom observation methods and competency instruments
  • Tools to assess preferred learning styles
  • Approaches to mentoring the nontraditional new teacher
  • A guide for careerlong professional development

School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.

Key features

  • Brand new chapter on career-long professional development
  • Teacher mentoring standards validated by members of the IMA and other practitioners
  • A new learning style inventory
  • The Connecticut Competency Instrument
  • Revised and updated annotated bibliography


Hal Portner

Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education’s Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Hal developed and teaches for Western New England University a 3 credit MEd in Curriculum and Instruction online core course in Mentoring, Coaching, and professional development.

Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Protégés (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) – all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education admin­istration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.

Table of Contents

Table of Contents

Foreword by Gerald N. Tirozzi

Preface to the Third Edition

Who Should Read This Book

Overview of the Contents


About the Author


Support for Mentoring

Effective Mentors Are Made, Not Born

Mentoring Is Not Evaluating

Mentoring’s Role in Induction

The Mentor’s Primary Role

What Mentors Do: The Four Mentoring Functions

Teacher Mentor Standards

1. Relating

Establishing Trust

Paying Attention to Thoughts and Feelings


The Student Teacher Dilemma

Communicating Nonverbally

A Checklist of Relating Behaviors

A Mentoring Relationship Is a Serving Relationship

2. Assessing

The Nontraditional New Teacher

Generic Needs of New Teachers

Specific Needs of Your Mentee

Gathering Resources

Your Mentee’s Learning Preferences

Modes of Communication


3. Coaching

Coaching Assumptions

The Coaching Cycle

The Preobservation Conference

The Initial Classroom Visit

Focused Classroom Observations: When and How

Some Observation Considerations

The Postobservation Conference

When to Show and Tell

Coaching Adults


4. Guiding

Guiding Your Mentee’s Journey: A Decision-Making Process

Identifying Your Mentee’s Problems

Guiding Principles

The Unwilling and Unable Mentee

The Moderately Willing and Somewhat Able Mentee

The Competent and Confident Mentee

The All-of-the-Above Mentee

From Mentor-Mentee to Peer-Peer

5. Mentoring’s Legacy: Career-Long Professional Development

Teacher’s Inquiry Process

From TIP to MIP

6. Tips and Observations

Set Ground Rules Early

Help Change Happen

Avoid Information Overload

Share Decision Making

Know When to Intervene

Mentoring, Remediating, and Peer Review

Maintain the Relationship

Don’t Forget Content

What Is Your Mentee Asking For?

Know When to Wean

Find Time to Mentor

Earn Points Toward Teacher Recertification

Reflect on Your Mentoring

Consider Multiple Mentors

Build a Mentoring Community

Find Networking Opportunities

Remember, Student Learning Is the Goal

Pass the Torch

Resource A. Teacher Mentor Standards

Core Propositions

Teacher Mentor Standards

Resource B. Learning Style Inventory: Discovering How You Learn Best

Resource C. Mentor’s Inquiry Process for Experienced Mentors


What Will It Be Like?


What Are Your Chances Of Completing the Activities?

When Do You Want It?


Does It Represent a Worthwhile Challenge?

Resource D. The Connecticut Competency Instrument

Management of the Classroom Environment


Assessment of Student Progress

Resource E. Annotated Bibliography




Price: $30.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.