Carol Pelletier Radford is the founder of Mentoring in Action, an organization dedicated to the success of novice teachers and their mentors. She received her doctorate from the Harvard Graduate School of Education where she focused her studies on mentoring and teacher leadership. Carol is an experienced classroom teacher, university education administrator, and certified yoga instructor. She is the author of bestselling Corwin books Mentoring in Action: Guiding, Sharing, and Reflecting With Novice Teachers ; The First Years Matter: Becoming an Effective Teacher; Teaching With Light: Ten Lessons for Finding Wisdom, Balance, and Inspiration; and "When I Started Teaching, I Wish I Had Known..." Weekly Wisdom for Beginning Teachers. Visit https://mentoringinaction.com/ to learn more about her books and access free podcasts, videos, and courses. You can find her near the beach in Falmouth, Massachusetts and Venice, Florida.
Inhaltsangabe
Foreword Preface Acknowledgments About the Author Introduction: Welcome to Mentoring in Action! Part I Inducting a Novice Teacher into the Teaching Profession Induction Programs Must Prepare and Support Mentors Mentors Are Teacher Leaders Sustainable Mentoring What Is Mentoring in Action? Principles for Effective Mentoring Qualities and Skills of Effective Mentors Purposeful Mentoring Conversations Part II Month-by-Month Mentoring: Supporting Novice Teachers Why Do We Need a Mentoring Curriculum? A Month-by-Month Cycle for Mentoring The Transformation of a Teacher Orientation to the School and Community: Resources and Values Beginning the School Year Successfully: Creating a Community of Learners in the Classroom Teaching for Understanding: Planning and Delivering Effective Instruction Assessing Diverse Leaders: How do Teachers Know Students Have Learned? Maintaining Balance: Teaching and Keeping the Students Interested Beginning a New Calendar Year: Looking Back and Moving Forward Engaging Students in the Curriculum: Focus on Content through Active Inquiry Collaborating with Novice Teachers: Observing and Building a Trusting Relationship Standards: Creating Meaningful Standards-Based Learning Experiences for Students Assessing Students¿ Progress: High-Stakes Tests and Teacher Assessment Completing the Year: Paperwork, Relationships, and Closing a Room Final Reflection and Planning For Next Year: Retreat, Reflect, Renew
Foreword Preface Acknowledgments About the Author Introduction: Welcome to Mentoring in Action! Part I Inducting a Novice Teacher into the Teaching Profession Induction Programs Must Prepare and Support Mentors Mentors Are Teacher Leaders Sustainable Mentoring What Is Mentoring in Action? Principles for Effective Mentoring Qualities and Skills of Effective Mentors Purposeful Mentoring Conversations Part II Month-by-Month Mentoring: Supporting Novice Teachers Why Do We Need a Mentoring Curriculum? A Month-by-Month Cycle for Mentoring The Transformation of a Teacher Orientation to the School and Community: Resources and Values Beginning the School Year Successfully: Creating a Community of Learners in the Classroom Teaching for Understanding: Planning and Delivering Effective Instruction Assessing Diverse Leaders: How do Teachers Know Students Have Learned? Maintaining Balance: Teaching and Keeping the Students Interested Beginning a New Calendar Year: Looking Back and Moving Forward Engaging Students in the Curriculum: Focus on Content through Active Inquiry Collaborating with Novice Teachers: Observing and Building a Trusting Relationship Standards: Creating Meaningful Standards-Based Learning Experiences for Students Assessing Students¿ Progress: High-Stakes Tests and Teacher Assessment Completing the Year: Paperwork, Relationships, and Closing a Room Final Reflection and Planning For Next Year: Retreat, Reflect, Renew
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