Making Mentoring Work - Davis, Emily

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Résumé :
Acknowledgments List of Important Figures, Tables, and Textboxes Foreword, Ellen Moir Preface Introduction New Teacher Mentoring Program Assessment Rubric Section I: Features of Effective Mentoring Chapter 1: Careful Selection of Mentors Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development Chapter 3: Strategic Deployment of Mentors Chapter 4: Protected and Well-Used Mentoring Time Chapter 5: Using Data to Support Continuous Program Improvement Section I Discussion Guide Section II: Tailoring Mentoring Support Chapter 6: Consideration of New Teacher Needs and Experiences Chapter 7: Planning for New Teacher Growth and Development Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers Section II Discussion Guide Section III: Administrative Support and School Context Chapter 9: Sustainably Assigning New Teachers Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues Chapter 11: Deepening Mentor-Administrator Connections Chapter 12: Fostering Positive New Teacher-Administrator Relationships Section III Discussion Guide Conclusion: Bringing It All Together References...

Biographie:
The main fictional character in this book is a linguist...

Sommaire:

Acknowledgments
List of Important Figures, Tables, and Textboxes
Foreword, Ellen Moir
Preface
Introduction
New Teacher Mentoring Program Assessment Rubric

Section I: Features of Effective Mentoring
Chapter 1: Careful Selection of Mentors
Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development
Chapter 3: Strategic Deployment of Mentors
Chapter 4: Protected and Well-Used Mentoring Time
Chapter 5: Using Data to Support Continuous Program Improvement
Section I Discussion Guide

Section II: Tailoring Mentoring Support
Chapter 6: Consideration of New Teacher Needs and Experiences
Chapter 7: Planning for New Teacher Growth and Development
Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers
Section II Discussion Guide

Section III: Administrative Support and School Context
Chapter 9: Sustainably Assigning New Teachers
Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues
Chapter 11: Deepening Mentor-Administrator Connections
Chapter 12: Fostering Positive New Teacher-Administrator Relationships
Section III Discussion Guide
Conclusion: Bringing It All Together
References