Preface Acknowledgments About the Author 1. Defining the Mentoring Relationship What Is a Mentor? Why We Need Mentors Why We Need Mentor Training Why Be a Mentor? A Personal Vision of Teaching Roles in Mentoring 2. The Heart of Mentoring: Trust and Open Communication Building Trust Open Communication Building a Mentoring Relationship With an Experienced Colleague 3. Understanding the Needs of the Novice Teacher Dealing With a Range of Needs 4. Addressing the Novice Teacher's Specific Needs The Need for an Action Plan and Resources The Need for Honesty What Student Teachers Need 5. The Mentor's Lens Viewing Teaching and Learning Through a Lens 6. The Conferencing Cycle The Pre-Observation Conference The Observation The Post-Observation Conference 7. Data-Gathering Techniques and Tools Qualitative Versus Quantitative Data Scripting Proximity Analysis Verbal Flow Numeric Data Video- and Audiotaping 8. Evaluating the Mentoring Experience Program Evaluation Evaluation for Personal Growth: Mentors Evaluation for Personal Growth: The Novice Teacher Resource A: Mentoring Projects Project: Novice Teacher Resource Book Project: Formative Action Plan Project: Sharing Your Expertise Project: Reflections Project: E-Mentoring and Electronic Discussions Resource B: Role-Plays Scenarios Additional Mentor/Mentee Situations Resource C: How to Use This Text: A Guide for Individuals and Facilitators Facilitator's Guide to Setting Up a Workshop Workshop Sessions Resource D: Web Sites for Mentors Bibliography Index
Description
Debra Eckerman Pitton is an Associate Professor of Education at Gustavus Adolphus College in St. Peter, MN, where she teaches middle school and secondary methods courses, and supervises student teachers. In addition, she conducts mentor training workshops for school districts across the country, and regularly presents at conferences. She has taught language arts at the middle school and high school levels, and interpersonal and group communication at the community college level. She has also served as assistant superintendent for curriculum and learning.