Mentoring New Teachers, 3rd Edition
| Author(s) | Hal Portner |
| ISBN10 | 1412960096 |
| ISBN13 | 9781412960090 |
| Format | Paperback |
| Pages | 168 |
| Year Publish | 2008 April |
Synopsis
Update Edition of Bestseller!
"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide."
—Priscilla Miller, Director
Center for Teacher Education & Research, Westfield State College
A comprehensive guide for developing successful mentors!
Quality mentoring can provide the support and guidance critical to an educator's first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include:
- Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners
- Classroom observation methods and competency instruments
- Tools to assess preferred learning styles
- Approaches to mentoring the nontraditional new teacher
- A guide for careerlong professional development
School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.
About The Author:
Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education’s Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs.
Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Protégés (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) – all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education admin-istration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.
