‘These two remarkable educators not only document the development of their own relationship from mentor/mentee to professional colleagues, they also draw from their own experiences, research studies, and the real voices of countless new teachers to provide an excellent, hands-on guide for perfecting the mentoring role in multicultural settings. Kudos!’
—Lisa Delpit, Eminent Scholar, Executive Director
Center for Urban Education and Innovation
Help new teachers thrive in culturally and linguistically diverse school settings!
The challenges of teaching in a culturally and linguistically diverse (CLD) school, including language barriers, special needs, and teacher isolation, can be especially overwhelming for early-career teachers. This unique book on mentoring and coaching new teachers is specifically designed for multicultural school settings, although educators in all settings can benefit.
The authors draw from their own experience implementing a highly successful mentoring program for new teachers in a large, urban school district. The book offers practical examples anchored in the current theoretical and research base for the professional development of novice teachers in urban as well as non-urban areas. Filled with vignettes that directly capture the real-life experiences of new teachers and their mentors, this volume:
- Illustrates how to develop effective teacher-to-teacher mentoring relationships
- Raises readers′ awareness of issues that might arise from CLD differences and facilitates more effective communication
- Offers reproducible resources, agendas, and other sample materials for a variety of contexts
This timely and practical book helps mentors give new teachers the support they need to survive and succeed in diverse school settings.
Tabela de Conteúdo
List of Tables and Figures
Foreword, by Joan T. Wynne
Preface
Acknowledgments
About the Authors
1. Teacher-to-Teacher: Making a Difference
Teachers Making a Difference
Enhanced Personal Growth
Mentoring
From the Voice of Magda
From the Voice of Denise
2. The Voice of the Struggling Teacher
Typical Stages of Teacher Development
Struggles
Joys
Managing Tips
3. Teacher Leaders and Their Roles as Mentors
Teachers as Leaders
Mentoring
The Role of the Mentor
What Do the Voices of New Teachers Say About Mentors and Their Roles
What We Now Know
4. Characteristics of Effective Coaching
Components of Effective Coaching
Designs for Effective Peer Coaching
The Art of Coaching
Coaching and Intergenerational and Cultural-Linguistic Differences
5. Communication
Intercultural Communication
Nonverbal Communication
Listening in Intercultural Settings
Intergenerational Differences in Communication
Written Communication
Intercultural Communication and the Standards of the Profession
Appendix 5.1: Project GATE Newsletter
6. Mentoring in a Large Multicultural Urban District: Induction Programs and a Case Study
What Does the Research Say About Retention of Beginning Teachers?
What an Induction Program Should Look Like
A Case Study
Appendix 6.1: Beginning Teacher Questionnaire
Appendix 6.2: Interview Question Guide
Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively) 2006?2007 School Year
Appendix 6.4: Sample Special Education Mentor Teacher Application
Appendix 6.5: Sample Special Education New- and Early-Career Teacher Application
Appendix 6.6: Project GATE 2006?2007 Yearly Calendar At-a-Glance
7. Professional Development Through Learning Opportunities
Professional Development
Professional Development That Embraces Diversity
Facilitating Adult Learning Opportunities Effectively
Study Groups
Instructional Data Discussions
Professional Learning Communities
Quality
Personal and Professional Growth
8. Lessons Learned
What We Have Learned
What Are the Lessons Learned, and, Just as Important, From Whom Did We Learn Them?
From the Voices of Two Teachers
What Are the Connecting Threads Woven Into the Experiences of Successful Mentoring Relationships and Successful New Teachers?
Glossary of Terms
References
Index
Sobre o autor
Magda D. Salazar is currently the Special Education Chairperson and Teacher at an elementary school in the fourth-largest school district of the nation. Her past experiences include special education teacher; inclusion teacher; curriculum support specialist, Division of Special Education, District Office; professional development support specialist; and adjunct professor at Florida International University and Barry University. She is a former Rookie Teacher of the Year and is in her tenth year in the field of education. Salazar is vice-president of Council for Exceptional Children (CEC), Miami Chapter 121; newsletter editor, Florida Council for Exceptional Children (FCEC); and local program chair for the 2007 State FCEC conference. Her publications include ERIC Document #491545 Review of Single Subject Research Design: Applications to Special Education and Psychology, as well as ERIC Document #491410, entitled, What Do the Experts Say about Urban Special Education Issues? She is also the author of Professional Development: Assisting Urban Schools in Making Annual Yearly Progress (September 2007 – the Journal of Urban Learning, Teaching, and Research), A Qualitative Study of New/Early Career Special Education Teacher Retention in a Multicultural Urban Setting (Spring 2008 – Florida Educational Leadership Journal), and Urban Co-Teaching Practices: A Mixed Methodological Examination (Spring 2008 – The National Journal of Urban Education and Practice). She has contributed articles to Dade Dispatch (the quarterly newsletter for Dade Reading Council); ESE Connection (ne wslett er for The Florida Council for Exceptional Children), and authored a column entitled Multicultural Corner. In addition, she was co-editor of the GATE Gazette (a monthly newsletter for beginning teachers and their mentors).Salazar’s graduate achievements include a master’s degree in reading. She is a doctoral candidate at Florida International University, Miami’s first Research I Public University. She is pursuing her doctorate. in urban/special education in the Urban S.E.A.L.S project at Florida International University. Her areas of interests are new/early career teachers, special education, legislation and compliance in special education, learning disabilities, overrepresentation of minorities in special education, literacy, and research.
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