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Being Mentored

A Guide for Proteges

By: Hal Portner

Take responsibility for your own learning by learning from others.

As a new teacher, you need help! This book reveals the unique skills necessary to interpret and put to use the guidance, wisdom, instruction, and assistance of a mentor and become a self-empowered proactive protégé. Thought-provoking and action-generating discussions make this book a wonderful resource in the preparation of prospective teachers. A step-by-step approach illustrates the unique perspective of receiving mentorship, and how to make the most of it. Topics discussed include:

Building trust and clarifying communication
Identifying who does what
Learning from watching
Deciding where to focus your efforts
Planning your professional growth

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Product Details

Grade Level: PreK-12
ISBN: 9780761945536
Published By: Corwin
Year: 2002
Page Count: 96
Publication date: June 05, 2002

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Author(s) Table of Contents Reviews

Description

"This is the best book on how to ask for help and search out opportunities if you want to be an effective teacher."
Harry K. Wong, Author
The First Days of School: How to Be An Effective Teacher

Take responsibility for your own learning by learning from others.

As a new teacher, you need help! The inspiration and encouragement which mentorship provides is crucial during the first (and toughest) months of teaching. This book gives you all you need to fully recognize and utilize the valuable rewards uncovered throughout the mentoring process.

Thought-provoking and action-generating discussions reveal how to become a proactive protégé, making this book a wonderful resource in the preparation of prospective teachers. A step-by-step approach illustrates the unique perspective of receiving mentorship, and how to make the most of it. Topics discussed include:

Building trust and clarifying communication
Identifying who does what
Learning from watching
Deciding where to focus your efforts
Planning your professional growth

Before you can profit from experience, you must acquire it. This book reveals the unique skills necessary to interpret and put to use the guidance, wisdom, instruction, and assistance of a mentor and become a self-empowered, proactive protégé.

Key features

Author(s)

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.

Preface

Acknowledgments

About the Author

Introduction

1. Participate

Take the Initiative

Developing the Relationship Takes Time

Earn and Keep Your Mentor's Trust

Clarify Communication

2. Take Responsibility

Don't Wait, Instigate

Feedback and How to Receive It

When to Give Feedback

Mismatched Mentoring Relationships

Responsibility to Yourself

Responsibility to Others

Get to Know Your Principal

Clarify Ground Rules Early

3. Observe

Be an Objective Observer

What to Observe

Expand Your View

Don't Imitate, Create

4. Ask

Whom to Ask

Where to Ask

How to Ask

What to Ask For

Why Ask?

5. Chart Your Course

Find Out What You Don't Know

Set Priorities

Identify Resources

The Power of Planning

6. Network

Support From Collegial Groups

Guidelines for Support and Discussion Groups

Networking on the Internet

Working With College and University Professors and Cohorts

7. Take Informed Risks

Look Before You Leap

Should You or Shouldn't You?

Help the Risk Succeed

Risk With Conviction

8. Reflect

Keep a Professional Learning Journal

Guided Reflection

Focused Reflection

9. Give Back

Leave a Legacy

Be a Change Agent

Experienced Newcomers

The Gift of Renewal

Resource A: Internet Sites and Publications for New Teachers

Resource B: Professional Education Organizations and Their Web Pages

Resource C: Chatboard Exchange on the Internet

References

Reviews

"This is the best book on how to ask for help and search out opportunities if you want to be an effective teacher."

Harry K. Wong, Author
The First Days of School: How to Be An Effective Teacher

"Being Mentored: A Guide for Protégés, is especially unique. Most books related to mentoring address the mentors or the mentoring program instead of the mentee."

Mentoring and Tutoring, Vol. 13, Issue 1, 2005

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Other Titles in: Mentoring | Teacher Induction | Teaching Methods & Learning Styles