By Betty Achinstein, Steven Z. Athanases
In keeping with a transforming into curiosity in mentoring and new instructor induction, the authors supply a different view of constructing caliber mentors. Drawing on empirical study, practitioner motion inquiry, and field-tested practices from induction courses, they discover powerful mentoring in various academic contexts. With richly contextualized and thoughtfully analyzed excerpts from real mentoring conversations and robust examples of perform, the quantity bargains educators, researchers, and policymakers a reform-minded imaginative and prescient of the way forward for mentoring. difficult traditional knowledge, this crucial source: Argues that mentors aren't born, yet built via unsleeping, planned, ongoing studying; offers a wanted hyperlink among study and perform within the box of latest instructor mentoring, to outline a data base for powerful mentoring; files induction and mentoring practices that spotlight new academics on person newcomers, equity-oriented curriculum and pedagogy, and the educator's function in reforming college tradition; Highlights difficulties and complexities of enacting mentor wisdom and studying in different contexts.
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Additional resources for Mentors in the Making: Developing New Leaders for New Teachers (The Series on School Reform)
But for the most part, you felt like everyone was at least making attempts and able to read their material. Lisette quickly moved past a focus on Julie’s needs to an assessment of Nan’s feelings about the group as a whole. Soon they moved on to analyze observation data the mentor had scripted. This led to a brief conversation about Miguel. ” Lisette responded: M: We had talked about Miguel a little bit before this, so I would think that it might be affirming for you to see this much data that maybe it’s time to put Miguel on a contract as we had discussed.
They highlight a particular challenge in the domain of learner knowledge—that of focusing novices on the needs of culturally and linguistically diverse learners and supporting teachers in addressing issues of equity. In Chapter 1, Athanases and Achinstein address what mentors need to know and be able to do to focus new teachers on individual student learning, particularly of low-performing students, and what the complexities of this knowledge base are as enacted in the mentoring process. This chapter builds on models of teacher knowledge and finds that central to mentors’ knowledge base is a range of assessment strategies, including assessment of students, alignment of teaching with standards, and formative assessment of the teacher.
According to respondents, focusing novices on student learning includes a proactive, tutoring function. This includes guiding a new teacher in examining student work. One participant described guiding a small group of teachers to use a teacher-created grade-level writing rubric to evaluate student work. Several induction leaders reported that with careful review of students’ work, assessment can guide next-steps instruction to meet all students’ needs. One participant recalled encouraging a teacher to ask students to say in writing what they had learned after each lesson and to use results to guide future instruction.
Mentors in the Making: Developing New Leaders for New Teachers (The Series on School Reform) by Betty Achinstein, Steven Z. Athanases