‘As the authors so aptly suggest, good teaching is more a journey than a destination. This book will help both mentors and teachers to navigate this journey successfully.’
Stephen Sroka, Health Education Consultants
Case Western Reserve University
‘What a great book to provide for all veteran teachers so that when we are chatting in the lunchroom and ′new′ teachers share a dilemma, anyone on staff can chime in with advice, backed by research and experience.’
Diane Mierzwik, Teacher and Mentor
Parkview Middle School, Yucaipa, CA
‘ What Successful Mentors Do is easy to use, linked to best practices and is certain to be an invaluable resource for new and returning mentors.’
Theresa Ford, Developer/Consultant
Educational Testing Service, Downey, CA
Be the best mentor you can be with these state-of-the-art strategies!
The first-day jitters. The first encounter with an angry parent. The first performance review. As a seasoned teacher, you remember each of these ‘firsts.’ But how can you relate your experiences to a new teacher? Find answers to these questions and the research to back them up in this tool-packed guide.
What Successful Mentors Do offers sensible strategies to help mentors help new teachers. Using state-of-the art research as a bas, the authors provide 81 ways to put those ‘firsts’ in perspective for your new teachers. Working from decades of experience, the authors synthesize theory and practice to show mentors how to:
- Increase new-teacher retention with the surest methods for classroom success
- Encourage teachers in ten essential areas of teaching, from using assessment tools to developing a personal teaching style, and more
- Guide teachers in their relationships with colleagues, parents, and administrators
- Improve their own mentoring approach and develop a mentoring style
- Avoid common mentoring pitfalls
Sometimes life teaches us the lessons we need to grow. Other times, a trusted mentor prepares us for the challenges and guides us to success.
Tabella dei contenuti
Foreword – Don Rizzi
Preface
Acknowledgments
Introduction: The Mentoring Process Is a Journey, Not a Destination
1. Choosing the Best Strategies for Supporting New Teachers
2. Supporting New Teachers as They Interact and Collaborate With Students
3. Supporting New Teachers as They Organize Classroom Management and Discipline Policies
4. Supporting New Teachers as They Develop Strategies for Managing Curriculum and Pedagogy
5. Supporting New Teachers as They Develop, Use, and Evaluate Student Assessment Instruments
6. Supporting New Teachers as They Develop Personal Teaching Styles and Time Management Strategies
7. Supporting New Teachers as They Develop a Variety of Strategies for Helping At-Risk and Special Needs Students Succeed
8. Supporting New Teachers as They Develop Strategies for Embracing and Celebrating Diversity
9. Supporting New Teachers As They Develop Strategies for Working With New Technologies
10. Supporting New Teachers as They Develop Positive Relationships With Parents and Community
Index
Circa l’autore
Sarah J. Mc Nary is currently teaching a credit recov-ery program for the San Dieguito Union High School District in Southern California, where she is also the district’s consultant for special education working with the Beginning Teacher Support and Assessment (BTSA)/Induction program. She is a faculty member in the Masters of Education program for the University of Phoenix. Over the past 15 years she has taught SH, SDC, RSP, and general education classes at the ele-mentary, middle school, and high school levels. She is a frequent presenter on a variety of aspects of special education and student support. She is innately curious and is a firm believer in lifelong learning. When asked what she teaches, Sarah will answer, “Kids”; when asked what she teaches kids, she responds, “Life! I just use my curriculum to do it!” She and her husband split their time between Encinitas and their mountain home. She is also the mother of two teenagers.
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