Maximum Mentoring : An Action Guide for Teacher Trainers and Cooperating Teachers
, by Gwen L. Rudney
- ISBN: 9780761946366 | 0761946365
- Cover: Paperback
- Copyright: 1/7/2003
This excellent resource features step-by-step guidance for one-on-one mentoring and supervision of student teachers.
| Foreword - Ellen Moir | |
| Acknowledgments | |
| About the Authors | |
| 1. Introduction: First Things First | |
| Roles for Those Who Mentor | |
| Cooperating Teacher | |
| Support Provider | |
| Peer Coach or Mentor | |
| Your Rights and Responsibilities as a Mentor | |
| What This Book Does | |
| Exercises | |
| 1.1 Recording Your Roles and Responsibilities | |
| 1.2 Setting a Purpose to Read | |
| 1.3 Let's Go Surfing Now | |
| 2. Teacher Development | |
| The Concerns and Reflections of Student Teachers | |
| Novice Teachers and How They Differ From You | |
| The Tasks Novice Teachers Accomplish | |
| Knowledge of Pupils | |
| Image of Self as Teacher | |
| Integrated Procedural Routines | |
| Categories of Concern and Changes That Occur | |
| Thinking About Your New Teacher Partner's Thinking | |
| Exercises | |
| 2.1 Self-Study | |
| 2.2 Making Connections | |
| 2.3 Study in Pictures | |
| 3. Building a Base for the Partnership | |
| Building Relationships Through Trust and Understanding | |
| Getting to Know Each Other as People | |
| Getting to Know Each Other as Professionals | |
| Building Effective Communication Strategies | |
| Setting and Sharing Expectations | |
| Active Listening | |
| Ongoing Communication | |
| Exercises | |
| 3.1 Uncommon Commonalities | |
| 3.2 Predictions | |
| 3.3 Discussion Starters | |
| 3.4 I Need/I Like Statements | |
| 3.5 Metaphors for Teaching | |
| 3.6 Knowledge Chart: Setting Goals for the Term | |
| 4. University Supervision: The Triad | |
| "Who Is That Person and Why Is She Here?" | |
| Understanding the Essentials of the Supervision Triad | |
| Sharing Goals and Appreciating Perspectives | |
| Sharing Space and Power | |
| Sharing Time and Effort | |
| Context for Communication and Collaboration | |
| Exercises | |
| 4.1 Understanding Expectations | |
| 4.2 Preparing for a Supervision Conference | |
| 4.3 Rating the University Supervisor, Part 1 | |
| 4.4 Rating the University Supervisor, Part 2 | |
| 4.5 Rating Yourself | |
| 5. Off and Running: The First Week | |
| Using the First Week to Build Your Relationship | |
| Building Trust With the Student Teacher | |
| Building Trust With the New Teacher Partner | |
| Building Communication Structures | |
| Clear Expectations | |
| Feedback Mechanisms | |
| Planning the Student Teaching Experience | |
| Becoming Familiar With the Students, Classroom, School, and Local Context | |
| Getting to Know the Students | |
| Getting to Know the Classroom | |
| Getting to Know the School and District | |
| Getting to Know the Neighborhood | |
| Parting Words | |
| Exercises | |
| 5.1 First Week: The Off-and-Running Report Card | |
| 5.2 Assumption of Responsibility Plan | |
| 5.3 Getting to Know Our Classroom | |
| 6. Helping Novices Learn the Roles of Teaching | |
| The Complexity of Teaching | |
| Complex Conditions | |
| Teachers' Many Roles | |
| Teachers' Visions of Their Work | |
| Tensions in Teaching | |
| The Moral Dimension of Teaching | |
| The Layeredness of the Experience Teacher Partner's Role | |
| Supporting Competence in a Multifaceted Profession | |
| Start With a Vision | |
| Perceive and Address Classroom Complexity | |
| Work Across the Range of Teacher Roles | |
| Honor the Tensions of Teaching | |
| Attend to the Moral Dimension of Teaching | |
| Exercises | |
| 6.1 Articulating a Vision of Education | |
| 6.2 Looking for Classroom Complexity | |
| 6.3 A Few of the Many Roles of Teaching | |
| 6.4 Responding to a Case With Moral Implications | |
| 7. Observation and Feedback | |
| The Power of Feedback | |
| Before They Teach | |
| While They Learn | |
| After the Lesson | |
| Formal Observation | |
| Scientific Approach | |
| Artistic Supervision | |
| Clinical Supervision | |
| Looking Ahead | |
| Exercises | |
| 7.1 Joe's First Lesson Observation | |
| 7.2 Practicing the Scientific Aproach | |
| 7.3 Practicing the Artistic Approach | |
| 7.4 Practicing the Clinical Approach | |
| 8. Summative Evaluation | |
| The Logic of Evaluation | |
| What Will Be Judged? | |
| Setting Standards of Performance | |
| Data and Documentation | |
| Making Data-Based Final Judgments | |
| How the Process Can Work for You | |
| Preparing the Summative Evaluation | |
| Communicating Results | |
| Exercises | |
| 8.1 The Top Five Skills for Beginning Teachers | |
| 8.2 Summative Evaluation: Questions to Ask and Answer | |
| 8.3 Measuring Up to the Role of Evaluator | |
| 8.4 Evaluating Evaluation | |
| 9. Working With a Student Teacher in Trouble | |
| What Would You Do? | |
| Framing the Struggle | |
| Lack of Probable Potential or Presence of Developmental Delay? | |
| Lack of Ability or Lack of Teachability? | |
| Marginal or Failing Performance? | |
| Now What? | |
| Helping Your Mentee Understand the Problem | |
| Awareness Phase | |
| Assistance Phase | |
| Making Final Decisions | |
| Successful Resolution | |
| Exercises | |
| 9.1 Framing the Struggle | |
| 9.2 Communication of Concern | |
| 9.3 Early Interventions | |
| 9.4 Preparing for a Difficult Conference | |
| 9.5 Conference Format | |
| 10. Growing as a Professional | |
| Defining Action Research | |
| Action Research | |
| Conducting Action Research | |
| Getting Going in Action Research: A Few Tips | |
| Collaboration | |
| Peer Collaborations | |
| Professional Community Collaborations: Teacher Education Accreditation | |
| Advanced Certification and Degrees | |
| Certification | |
| Graduate Degrees | |
| Parting Words | |
| Exercises | |
| 10.1 Personal Professional Inquiries | |
| 10.2 Inquiring Into Action Research | |
| 10.3 Investigating National Board Certification | |
| 10.4 Building and Sharing Professional Portfolios | |
| 10.5 Revising the Book | |
| References | |
| Index |
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