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Education Leadership

Mentoring

Teachers have to pull off a seamless performance, monitor students understanding and engage students in important ideas

Analyze effectives models of mentoring, to develop skills in observing and talking about teaching, and to learn to assess nwe teachers' progress and their own effectiveness as mentors

The learning curve

New teachers need to learn how to think under feet, size up situations and decide what to do, study the effects of their practice

Their learn to inform the planning and teaching.

New teacher also have to learn to teach in a particular context

using standards

New teachers create an individual learning plan that identifies particular development activities designed to improve the new teacher's knowledge and skill's.

For example

Mentors help new teachers an identify areas of strenght and areas of needed growth using a self-assesment to linked to the teaching profession

learning to teach

Begining teachers have legitimate learning needs that cannot be grasped in advance or outside the contexts of teaching.

For the novice the quesions are unending: What am I supposed to teach? How will my students be tested? What will their test scores say about me as a teacher? What does the principal expect?

Quality induction

New teachers learn to create safe classroom environments, engage all students in worthwhile learning, wok effectively with parents, and base instructional decisions on assesment data

A process of enculturation

Reflects a strong emphasis on anjustment

sevarl days are required to drill to students the information

"Teaching the ropes"

We still need to think about who is, and what they are teaching

"Learning the ropes" and "easied entry"

Suggest that induction is about helping new teachers fit into the existing system.

the challenges

we have to meet students learning needs, reach their full potential and improving the learning for all them.

we take teaching seriosly as the learning profession

What new teachers need to learn

The learning needs of beginning teachers and of the resources requied to create effective programs