Summary
Contents
Subject index
“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.
Characteristics of Effective Coaching
Characteristics of Effective Coaching
Instructional coaches are on-site professional developers who teach educators how to use proven teaching methods.
As you read Chapter 4, we encourage you to reflect upon the following questions:
- How do I apply my knowledge and skills of coaching in my repertoire of assisting a new teacher?
- What are some of the successful ways to include coaching in job-embedded learning opportunities?
- What does an instructional coach really do?
- What do I need to know about age, cultural, and linguistic differences to be an effective coach?
To help you discover your own understandings of these questions, the content of the chapter is organized in the following sections: Components of Effective Coaching, Designs for Effective Peer Coaching, The ...
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