Transcription of Mentoring Beginning Teachers: Program Handbook
{{id}} {{{paragraph}}}
Example: barber
Mentoring Beginning Teachers: Program Handbook
Program Handbook MENTORINGB eginning TeachersiiForeword 1 Introduction 2 Purposes of a Mentoring Program 4 Relationship of Purposes of Mentorship and Stages of Beginning Teacher Development 5 Stages of Teacher Development 5 Basic Assumptions of a Successful Program 6 Dimensions of the Mentor Role 8 Colleagues in Reflection 8 Mentoring Context 9 Roles and Responsibilities 10 Role of the Mentor 10 Responsibilities of the Mentor 10 Role of the Prot g 11 Responsibilities of the Prot g 11 Role of the School Administrator 11 Responsibilities of the School Administrator 12 Roles and Responsibilities of School Districts and Locals 12 The Profits of Mentoring 13 Program Evaluation 15 Evaluation of the Mentorship Program Mentors 17 Evaluation of the Mentorship Program Prot g s 18 Mentors 19 Functions of Mentoring 20 Needs of Beginning Teachers 21 Hel
Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and the protégé (Anderson 1988). ude. Experienced teachers New educators often do not ask for the help they need. Beginning teachers need to observe new effective teaching models. Informal mentoring does not improve teaching over time.
Loading..
Tags:
Information
Domain:
Source:
Link to this page:
Please notify us if you found a problem with this document: