“As the authors so aptly suggest, good teaching is more a journey than a destination. This book will help both mentors and teachers to navigate this journey successfully.”

Stephen Sroka, Health Education Consultants

Case Western Reserve University

“What a great book to provide for all veteran teachers so that when we are chatting in the lunchroom and ‘new’ teachers share a dilemma, anyone on staff can chime in with advice, backed by research and experience.”

Diane Mierzwik, Teacher and Mentor

Parkview Middle School, Yucaipa, CA

“What Successful Mentors Do is easy to use, linked to best practices and is certain to be an invaluable resource for new and returning mentors.”

Theresa Ford, Developer/Consultant

Educational Testing Service, Downey, CA

Be the best mentor you can be with these state-of-the-art strategies!

The first-day jitters. The first encounter with an angry parent. The first performance review. As a seasoned teacher, you remember each of these “firsts.” But how can you relate your experiences to a new teacher? Find answers to these questions and the research to back them up in this tool-packed guide.

What Successful Mentors Do offers sensible strategies to help mentors help new teachers. Using state-of-the art research as a bas, the authors provide 81 ways to put those “firsts” in perspective for your new teachers. Working from decades of experience, the authors synthesize theory and practice to show mentors how to:

Increase new-teacher retention with the surest methods for classroom success; Encourage teachers in ten essential areas of teaching, from using assessment tools to developing a personal teaching style, and more; Guide teachers in their relationships with colleagues, parents, and administrators; Improve their own mentoring approach and develop a mentoring style; Avoid common mentoring pitfalls

Sometimes life teaches us the lessons we need to grow. Other times, a trusted mentor prepares us for the challenges and guides us to success.

Supporting New Teachers as They Develop Strategies for Managing Curriculum and Pedagogy

Supporting new teachers as they develop strategies for managing curriculum and pedagogy

Genius is the ability to reduce the complicated to the simple.

C. W. Ceran

Strategy 22: Encourage Beginning Teachers to Define Themselves as Teachers Beyond Their Subject Matter or Content Knowledge

What the Research Says

Knowing lots of information about or within a subject area will not ensure success as a teacher. This research (Kennedy, 1998) raises questions about what math and science teachers need to know to teach math and science well. The study begins by examining reform proposals for K–12 science and math teaching by defining what good teaching practices consist of. It does a literature search to delineate the varieties and types ...

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