“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.
- Chapter 1: Teacher-to-Teacher: Making a Difference
- Teachers Making a Difference
- Enhanced Personal Growth
- From the Voice of Magda
- From the Voice of Denise
- Chapter 2: The Voice of the Struggling Teacher
- Typical Stages of Teacher Development
- Managing Tips
- Chapter 3: Teacher Leaders and Their Roles as Mentors
- Teachers as Leaders
- The Role of the Mentor
- What Do the Voices of New Teachers Say About Mentors and Their Roles?
- What We Now Know
- Chapter 4: Characteristics of Effective Coaching
- Components of Effective Coaching
- Designs for Effective Peer Coaching
- The Art of Coaching
- Coaching and Intergenerational and Cultural-Linguistic Differences
- Chapter 5: Communication
- Intercultural Communication
- Nonverbal Communication
- Listening in Intercultural Settings
- Intergenerational Differences in Communication
- Written Communication
- Intercultural Communication and the Standards of the Profession
- Appendix 5.1: Project GATE Newsletter
- Chapter 6: Mentoring in a Large Multicultural Urban District: Induction Programs and a Case Study
- What Does the Research Say About Retention of Beginning Teachers?
- What an Induction Program Should Look Like
- A Case Study
- Appendix 6.1: Beginning Teacher Questionnaire
- Appendix 6.2: Interview Question Guide
- Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively) 2006–2007 School Year
- Appendix 6.4: Sample Special Education Mentor Teacher Application
- Appendix 6.5: Sample Special Education New and Early-Career Teacher Application
- Appendix 6.6: Project GATE 2006–2007 Yearly Calendar At-a-Glance
- Chapter 7: Professional Development Through Learning Opportunities
- Professional Development
- Professional Development That Embraces Diversity
- Facilitating Adult Learning Opportunities Effectively
- Study Groups
- Instructional Data Discussions
- Professional Learning Communities
- Personal and Professional Growth
- Chapter 8: Lessons Learned
- What We Have Learned
- What Are the Lessons Learned, and, Just as Important, from Whom Did We Learn Them?
- From the Voices of Two Teachers
- What Are the Connecting Threads Woven into the Experiences of Successful Mentoring Relationships and Successful New Teachers?