Mentoring Matters: A Practical Guide to Learning-Focused Relationships, Third Edition(establish a Learning-Focused Mentor-Teacher Relationship)

Laura Lipton

ISBN 10: 1962188450 / ISBN 13: 9781962188456

Published by Solution Tree, 2024

About this Item

Mentor teachers provide a welcoming and supportive environment for educators facing new challenges, from navigating year one to transitioning to new roles. In this third edition, the authors offer mentor teachers and coaches guidance on establishing and maintaining learning-focused relationships with the teachers they support. The practical tips, specific strategies, and idea menus benefit novice teachers and experienced teachers alike. This book will help K-12 mentor teachers: Learn how to anticipate the needs of beginning teachers as the school year unfolds Access templates to guide planning, reflecting, and problem solving Receive strategies for customizing learning-focused conversations Understand the journey from novice to expert teacher and how to assess teachers' development Watch videos illustrating concepts discussed in the book Contents: Preface Section 1: The Mentor as Growth Agent Section 2: Structured Conversations--Maximizing Time and Attention Section 3: Learning-Focused Conversations--A Continuum of Interaction Section 4: Learning-Focused Verbal Tools Section 5: Facilitating Professional Vision--From Novice to Expert Teaching Section 6: Strategies for Success Section 7: Downloadable Resources Section 8: References and Resources Index.

Seller Inventory # CIN1962188450G

Bibliographic Details

• Title: Mentoring Matters: A Practical Guide to Learning-Focused Relationships, Third Edition(establish a Learning-Focused Mentor-Teacher Relationship)
• Publisher: Solution Tree
• Publication Date: 2024
• Language: English
• ISBN 10: 1962188450
• ISBN 13: 9781962188456
• Binding: Paperback
• Edition: 3rd Edition
• Condition: Good

About this title

Synopsis

Mentor teachers provide a welcoming and supportive environment for educators facing new challenges, from navigating year one to transitioning to new roles. In this third edition, the authors offer mentor teachers and coaches guidance on establishing and maintaining learning-focused relationships with the teachers they support. The practical tips, specific strategies, and idea menus benefit novice teachers and experienced teachers alike.

This book will help K–12 mentor teachers:

• Learn how to anticipate the needs of beginning teachers as the school year unfolds
• Access templates to guide planning, reflecting, and problem solving
• Receive strategies for customizing learning-focused conversations
• Understand the journey from novice to expert teacher and how to assess teachers’ development
• Watch videos illustrating concepts discussed in the book

Contents:
Preface
Section 1: The Mentor as Growth Agent
Section 2: Structured Conversations—Maximizing Time and Attention
Section 3: Learning-Focused Conversations—A Continuum of Interaction
Section 4: Learning-Focused Verbal Tools
Section 5: Facilitating Professional Vision—From Novice to Expert Teaching
Section 6: Strategies for Success
Section 7: Downloadable Resources
Section 8: References and Resources
Index

About the Author

Laura Lipton is an instructional strategist who specializes in curriculum and instructional design to promote thinking, learning, and thoughtful assessment. Her broad teaching background includes K–12 general and special education and teacher preparation courses. Dr. Lipton has extensive experience in literacy development, curriculum, thinking skills development, thoughtful assessment, and Learning-Focused Mentoring. She leads workshops and seminars throughout the United States, Canada, Europe, Australia, Asia, and New Zealand.

Bruce Wellman consults with school systems, professional groups, and publishers throughout the United States and Canada, presenting workshops and courses for teachers and administrators on teaching methods and materials, thinking skills development, Learning-Focused Mentoring, presentation skills, and collaborative group facilitation. Mr. Wellman has served as a classroom teacher, curriculum coordinator, and staff developer in the Oberlin, Ohio, and Concord, Massachusetts, public schools. He holds a BA degree from Antioch College and an MEd from Lesley College.