Mentoring New Teachers
Share
Bestseller!

Mentoring New Teachers

Third Edition


© 2008 | 168 pages | Corwin

"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.

 
Foreword by Gerald N. Tirozzi
 
Preface to the Third Edition
Who Should Read This Book  
Overview of the Contents  
 
Acknowledgments
 
About the Author
 
Introduction
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  
Confidentiality  
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  
Summary  
 
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  
Feedback  
 
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
Focus  
What Will It Be Like?  
Activities  
What Are Your Chances Of Completing the Activities?  
When Do You Want It?  
Costs  
Does It Represent a Worthwhile Challenge?  
 
Resource D. The Connecticut Competency Instrument
Management of the Classroom Environment  
Instruction  
Assessment of Student Progress  
 
Resource E. Annotated Bibliography
 
References

“The book gets straight to the point of mentoring and provides practical, doable strategies and guidance to mentors, as well as the opportunity to practice those strategies with immediate feedback. A short and easy read for people who need good advice but don’t have a lot of time to spare.”

Kathy Grover, Assistant Superintendent
Clever R-V School District, MO

“Provides a concise overview of all the issues mentors need to consider when working with a new teacher. Mentors who are working on their own can easily use this text to support their development.”

Debra Pitton, Professor of Education, Gustavus Adolphus College
Author, Mentoring Novice Teachers

"Bravo for basing this on the National Board for Professional Teaching Standards! Standards for mentoring are long overdue. This book will become a primary resource for our annual mentoring staff development, to be used with both mentors and mentees."

Mark Bower, Director of Elementary Education and Staff Development
Hilton Central School District, NY

"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

“With the guidance of Hal Portner, our new teacher induction/mentoring program made a turnaround from a bare minimum, “letter of the law” program into a dynamic, teacher-affirming program! Our mentoring team now has a shared vision of the components of effective mentoring and, more importantly, our mentees are reaping the benefits. I wholeheartedly encourage anyone interested in improving their school’s mentoring program to read this book.”

William E. Collins, Principal
William E. Norris Elementary School, Southampton, MA
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

Sample Materials & Chapters

Preface

Introduction

Chapter 1


Preview this book

Purchasing options

Volume Discounts Available

contact corwin

Please select a format:

ISBN: 9781412960090
ISBN: 9781412960083

For instructors

SAGE Knowledge is the ultimate social sciences digital library for students, researchers, and faculty. Hosting more than 4,400 titles, it includes an expansive range of SAGE eBook and eReference content, including scholarly monographs, reference works, handbooks, series, professional development titles, and more.

The platform allows researchers to cross-search and seamlessly access a wide breadth of must-have SAGE book and reference content from one source.

SAGE Knowledge brings together high-quality content from across our imprints, including CQ Press and Corwin titles.