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Mentoring New Teachers

Mentoring New Teachers

Third Edition

April 2008 | 168 pages | Corwin
'Provides practical, doable strategies and guidance to mentors, as well as the opportunity to practice those strategies with immediate feedback. A short and easy read for people who need good advice but don't have a lot of time to spare.'ùKathy Grover, Assistant SuperintendentClever R-V School District, MOA 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 standards and validated by the International Mentoring AssociationClassroom observation methods and competency instruments Tools to assess preferred learning stylesApproaches to mentoring the nontraditional new teacher A guide for careerlong professional developmentSchool 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.
Foreword by Gerald N. Tirozzi
Preface to the Third Edition
Who Should Read This Book

Overview of the Contents

About the Author
Support for Mentoring

Effective Mentors Are Made, Not Born

Mentoring Is Not Evaluating

Mentoring’s Role in Induction

The Mentor’s Primary Role

What Mentors Do: The Four Mentoring Functions

Teacher Mentor Standards

1. Relating
Establishing Trust

Paying Attention to Thoughts and Feelings


The Student Teacher Dilemma

Communicating Nonverbally

A Checklist of Relating Behaviors

A Mentoring Relationship Is a Serving Relationship

2. Assessing
The Nontraditional New Teacher

Generic Needs of New Teachers

Specific Needs of Your Mentee

Gathering Resources

Your Mentee’s Learning Preferences

Modes of Communication


3. Coaching
Coaching Assumptions

The Coaching Cycle

The Preobservation Conference

The Initial Classroom Visit

Focused Classroom Observations: When and How

Some Observation Considerations

The Postobservation Conference

When to Show and Tell

Coaching Adults


4. Guiding
Guiding Your Mentee’s Journey: A Decision-Making Process

Identifying Your Mentee’s Problems

Guiding Principles

The Unwilling and Unable Mentee

The Moderately Willing and Somewhat Able Mentee

The Competent and Confident Mentee

The All-of-the-Above Mentee

From Mentor-Mentee to Peer-Peer

5. Mentoring’s Legacy: Career-Long Professional Development
Teacher’s Inquiry Process

From TIP to MIP

6. Tips and Observations
Set Ground Rules Early

Help Change Happen

Avoid Information Overload

Share Decision Making

Know When to Intervene

Mentoring, Remediating, and Peer Review

Maintain the Relationship

Don’t Forget Content

What Is Your Mentee Asking For?

Know When to Wean

Find Time to Mentor

Earn Points Toward Teacher Recertification

Reflect on Your Mentoring

Consider Multiple Mentors

Build a Mentoring Community

Find Networking Opportunities

Remember, Student Learning Is the Goal

Pass the Torch

Resource A. Teacher Mentor Standards
Core Propositions

Teacher Mentor Standards

Resource B. Learning Style Inventory: Discovering How You Learn Best
Resource C. Mentor’s Inquiry Process for Experienced Mentors

What Will It Be Like?


What Are Your Chances Of Completing the Activities?

When Do You Want It?


Does It Represent a Worthwhile Challenge?

Resource D. The Connecticut Competency Instrument
Management of the Classroom Environment


Assessment of Student Progress

Resource E. Annotated Bibliography

“The book gets straight to the point of mentoring and provides practical, doable strategies and guidance to mentors, as well as the opportunity to practice those strategies with immediate feedback. A short and easy read for people who need good advice but don’t have a lot of time to spare.”

Kathy Grover, Assistant Superintendent
Clever R-V School District, MO

“Provides a concise overview of all the issues mentors need to consider when working with a new teacher. Mentors who are working on their own can easily use this text to support their development.”

Debra Pitton, Professor of Education, Gustavus Adolphus College
Author, Mentoring Novice Teachers

"Bravo for basing this on the National Board for Professional Teaching Standards! Standards for mentoring are long overdue. This book will become a primary resource for our annual mentoring staff development, to be used with both mentors and mentees."

Mark Bower, Director of Elementary Education and Staff Development
Hilton Central School District, NY

"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

“With the guidance of Hal Portner, our new teacher induction/mentoring program made a turnaround from a bare minimum, “letter of the law” program into a dynamic, teacher-affirming program! Our mentoring team now has a shared vision of the components of effective mentoring and, more importantly, our mentees are reaping the benefits. I wholeheartedly encourage anyone interested in improving their school’s mentoring program to read this book.”

William E. Collins, Principal
William E. Norris Elementary School, Southampton, MA

“Mentoring is an activity in which both participants gain experience and knowledge, and this book reflects that. Portner presents very practical suggestions for both the mentor and the mentee.”

Joy Rose, Retired Principal
Westerville, OH

"An essential key to passing on wisdom and an important pick for any education collection."

The Bookwatch, July 2008
Midwest Book Review

Sample Materials & Chapters



Chapter 1

Hal Portner

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... More About Author

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