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Better Beginning: Supporting and Mentoring New Teachers

Edited by Marge Scherer



  • About This Book

  • Part I: What Do New Teachers Need?

    • Beyond Support: Taking New Teachers Seriously As Learners— by Sharon Feiman-Nemser, Cynthia Carver, Sharon Schwille and Brian Yusko

  • Easing the Way for New Teachers— by Joan Montgomery Halford

  • The Stages of a Teacher's First Year— by Ellen Moir

  • Part II: Creating an Induction Program

    • Chapter 1. Induction: The First Five Days— by Sandra Martin and Kathryn Robbins

  • First Things First: How to Set Up An Induction Program— by Annette Breaux

  • The Elements of a Supportive Induction Program— by Aileen Heidkamp and Janet Shapiro

  • Creating Conditions for Teacher Success— by Barb Knudsen and Sue Zapf

  • Part III: Making Mentoring Meaningful

    • Chapter 1. Mentors Matter— by Mary Brooks

  • Mentoring the Mentors— by Anne Coppenhaver and Laurel Schaper

  • Baltimore Takes Mentoring to the Next Level— by Tom Ganser, Mary Jacqe Marchione and Arlene K. Fleischmann

  • “I Am SO Excited!” Mentoring the Student Teacher— by Anna K. Schriever

  • How to Help a New Teacher by Being a Buddy— by Annette Ehrlich Lakein

  • Get on the Team: An Alternative Mentoring Model— by Randall L. Turk

  • Part IV: Planning Comprehensive Teacher Support

    • Chapter 1. Combining Mentoring and Assessment in California— by Bob Schultz

  • A Support Program with Heart: The Santa Cruz Project— by Ellen Moir, Janet Gless and Wendy Baron

  • How Can New Teachers Become the BEST?— by Ann L. Wood

  • Developing a Common Language and Spirit— by John G. Conyers, Bob Ewy and Linda Vass

  • Every Classroom, Every Day: A Professional Development Plan— by Barbara Moore

  • Part V: Improving Instruction and Communication

    • Encouraging Innovation in an Age of Reform— by Jeffrey Frykholm and Margaret R. Meyer

  • Linguistic Coaching: Helping Beginning Teachers Defeat Discouragement— by Paul Caccia

  • The Videoconference Connection— by Ted Scott Henson and Kay Slattery Shapiro

  • Resurrecting Hope: Knowing the Facts, Imagining the Future— by Anna Ershler Richert

  • Preparing to Teach in Holistic Classrooms— by Kristin Guest and Jeffrey Anderson

  • Part VI: Listening to Teachers

    • Chapter 1. Keeping Good Teachers: Lessons from Novices— by Catherine M. Brighton

  • What Teachers Like (and Don't Like) About Mandated Induction Programs— by Rob Danin and Margaret A. Bacon

  • The Best Lessons: Learning to Teach in a Supportive Context— by Debra M. Sullivan

  • Chapter 1. Helping New Teachers Keep the Light in Their Eyes— by Beth Hurst and Ginny Reding

  • Ask Not What Your School Can Do for You, But What You Can Do for You— by Lisa Renard

  • About the Editor

  • Related ASCD Resources for A Better Beginning: Supporting and Mentoring New Teachers

    • Buy This Book!
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    Copyright © 1999 by the Association for Supervision and Curriculum Development. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from the copyright holder. For information, contact ASCD.

    “The Stages of a Teacher's First Year” copyright © 1999 by Ellen Moir. “Induction: The First Five Days” copyright © 1999 by Sandra Martin and Kathryn Robbins. “First Things First: How to Set Up an Induction Program” copyright © 1999 by Annette Breaux. “Linguistic Coaching: Helping Beginning Teachers Defeat Discouragement” by Paul Caccia adapted from “Using Semantic Coaching to Improve Teacher Performance” in ETC: A Review of General Semantics; reprinted with permission. “Resurrecting Hope: Knowing the Facts, Imagining the Future” copyright © 1999 by Anna Ershler Richert. “Ask Not What Your School Can Do For You” copyright © 1999 by Lisa Renard.

    		 
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