LEADER 05502oam 2200757I 450 001 9910808077303321 005 20200520144314.0 010 $a1-317-92329-4 010 $a1-315-85397-3 010 $a1-317-92330-8 010 $a1-283-52427-9 010 $a9786613836724 010 $a1-61442-195-1 024 7 $a10.4324/9781315853970 035 $a(CKB)2550000000101121 035 $a(EBL)1422405 035 $a(SSID)ssj0000654954 035 $a(PQKBManifestationID)12328773 035 $a(PQKBTitleCode)TC0000654954 035 $a(PQKBWorkID)10595416 035 $a(PQKB)10305505 035 $a(Au-PeEL)EBL1422405 035 $a(CaPaEBR)ebr11165872 035 $a(CaONFJC)MIL383672 035 $a(OCoLC)861538452 035 $a(OCoLC)958101221 035 $a(MiAaPQ)EBC1422405 035 $a(EXLCZ)992550000000101121 100 $a20180706e20132007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCoaching & mentoring first-year and student teachers /$fIndia J. Podsen, Vicki M. Denmark 205 $aSecond edition. 210 1$aAbingdon, oxon :$cRoutledge,$d2013. 215 $a1 online resource (208 p.) 300 $aFirst published 2007 by Eye on Education. 311 $a1-138-13505-4 311 $a1-59667-039-8 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; MEET THE AUTHORS; TABLE OF CONTENTS; 1 SINK OR SWIM-YOU'RE ON YOUR OWN; Scenario One; Scenario Two; Toughing It Out; Student Internships and Entry-Level Realities; A Viable Option; How to Use This Guide; To the Cooperating Teacher and First-Year Peer Mentor; To the Staff Developer or College Instructor; References; Coaching Boosters; 2 FROM MASTER TEACHER TO MASTERFUL MENTOR; Why We Need You, the Master Teacher; So What Is Mentoring?; Summary; References; Coaching Boosters; 3 ASSESSING YOUR COACHING AND MENTORING APTITUDE; 4 SIZING UP THE SITUATION 327 $aCase StudyRecent Trends in Teacher Education; What is a Professional Development School and Why Do We Need Them?; What Does a Cooperating Teacher or First-Year Peer Mentor Do?; Summary; References; Coaching Boosters; COMPETENCY TRAINING MODULES; COMPETENCY 1: UNDERSTANDING THE COACHING AND MENTORING ROLE; Competency Statement; Knowledge Base Highlights; Purposes for Mentoring; Mentor's Roles and Tasks; Selection of Mentors; Mentor Qualifications; Matching Mentees and Mentors; Student Interns; Entry-Level Teachers; Training and Support for Mentoring; Benefits for All; The Student Intern 327 $aThe Cooperating Teacher MentorEntry-Level Teachers; Peer Mentors; Context for Mentoring in Schools; Teacher-Mentoring Program Evaluation; Summary; References; Coaching Boosters; COMPETENCY 2: PROMOTING COLLABORATIVE LEARNING; Competency Statement; Knowledge Base Highlights; Creating a Connection; Getting to Know Your Mentee; Planning for Success-Clarity of Purpose; Improving Your Facilitation Skills; Fostering Open Dialog; Reserving Criticism and Judgment; Dealing with Conflict; Conflict Defined; Conflict Approaches; Confronting Problems; Summary; References; Coaching Boosters 327 $aCOMPETENCY 3: NURTURING THE NOVICE: ACTIVATE COGNITIVECOACHINGCompetency Statement; Knowledge Base Highlights; Sequencing the Teaching Experiences; For Student Interns; For First-Year Teachers; Reality Therapy; For Student Interns; For First-Year Teachers; Providing Constructive Feedback; What You Need to Know About Adult Learning and TeacherDevelopment; What You Need to Know About Cognitive Coaching; Cognitive Coaching Defined; Key Principles and Basic Assumptions; Cognitive Coaching Tools; Sensitivity to the Novice's Teacher-Preparation Program; Collaborating with Supervisors 327 $aFor Student InternsFor First-Year Teachers; Summary; References; Coaching Boosters; COMPETENCY 4: DEVELOPING YOUR PERFORMANCE-COACHINGSKILLS; Competency Statement; Knowledge Base Highlights; Performance Coaching-A Five-Step Process; Step 1: Present the Basic Knowledge, Operating Skills, and/or Rationale for theTeaching Skill; Step 2: Demonstrate How the Skill Works Under VaryingConditions Within Classrooms; Step 3: Let the Novice Practice the Skill in NonthreateningConditions; Step 4: Provide Feedback on Performance That is Specific and Nonjudgmental 327 $aStep 5: Employ a Systematic Coaching Cycle That IncludesConferences to Encourage Novices to Reflect on TheirTeaching and Develop Problem-Solving Skills 330 $aFeatures over 60 step-by-step procedures, checklists, and planning guides for supervisors, mentors, and all those engaged in in-service teacher training. NEW to this edition: updated coverage of standards, assessment, analyzing student work, cognitive coaching, and more. 517 3 $aCoaching and mentoring first-year and student teachers 606 $aMentoring in education$zUnited States 606 $aStudent teachers$zUnited States 606 $aFirst year teachers$zUnited States 615 0$aMentoring in education 615 0$aStudent teachers 615 0$aFirst year teachers 676 $a370.71 700 $aPodsen$b India$f1945-,$01652953 701 $aDenmark$b Vicki M.$f1957-$01652954 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808077303321 996 $aCoaching & mentoring first-year and student teachers$94003938 997 $aUNINA