The Good Teacher Mentor: Setting the Standard for Support by Sidney Trubowitz

By Sidney Trubowitz

As districts around the U.S. fight to discover and maintain certified lecturers, an increasing number of colleges are turning to mentoring as an answer. facts means that mentors not just consultant and orient new academics, but in addition support to maintain them within the career. yet what makes mentoring winning? This e-book is an extraordinary, behind-the-scenes view of mentoring that lays naked the activities of either companions and indicates how mentoring really labored in an city public heart tuition. stick with the event of Trubowitz (an schooling professor-emeritus) and Robins (a first-year instructor) as they take on every thing from lecture room administration to the politics of forms. Their tale, informed in voices, describes the day by day stream of occasions in this sort of manner that readers believe the satisfactions, the frustrations, and the experience of achievement which are all a part of turning into a instructor. The authors proportion their preliminary reluctance approximately getting into a mentoring courting, debate the benefits of remark within the lecture room, describe a lesson that failed, discover the varsity group, arrange for parent-teacher meetings, care for standardized assessments, and evaluate what they discovered due to operating jointly for a 12 months. past helping new academics, mentor courses additionally supply veteran academics an opportunity to cross on their precious event and to mirror all alone perform. This quantity additionally contains checklists for solid mentoring and proposals for development and destiny studying.

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Extra info for The Good Teacher Mentor: Setting the Standard for Support and Success

Sample text

I want to go to her house with a police officer. But I don’t. I create a paper trail. I go home and hug my children and pour myself a drink. While that colleague offered me solid guidance, support, and solace, asking advice from a fellow teacher can be dubious. I’m not quite sure if the advice provided is trustworthy or, if it is, if it’s right for me. Teachers tend to maintain a singular vision. They gravitate to one issue, one classroom, and see through that one lens. But all the staff members in my school have been generous and ready to dole out their best recommendations.

In time, as I appear in her room every week, not only to be the observer but to work with her and to participate with the children, I hope she’ll feel easier about my presence. Each time I visit her classroom it will be with a focus on questions we’ve decided on together. I intend for us to meet after each observation to review what has happened, to discuss how the problems we’ve posed have been handled. These will be meetings of sharing, not telling. I’ll reiterate the purposes of the observation, probe with further questions, offer suggestions, summarize our findings, and, as I do, affirm my belief in Maureen’s ability and intelligence.

I jot notes in my planner, the date of the conversation and a summary of what is said. I am nervous. The mother tells me not to worry; it’s nothing. I hesitate. She says she’ll remove it. I don’t believe her, but I accept what she says and hang up. I want more reassurance. I want to go to her house with a police officer. But I don’t. I create a paper trail. I go home and hug my children and pour myself a drink. While that colleague offered me solid guidance, support, and solace, asking advice from a fellow teacher can be dubious.

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