The Reflective Educator's Guide to Mentoring
Strengthening Practice Through Knowledge, Story, and Metaphor New edition
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Reflective Educator's Guide to Mentoring by Diane Yendol-Hoppey
Book Description'Uses metaphor to connect the reader in a personal way with the intricacies of mentoringua powerful catalyst for reflection.'uHal Portner, Educational Consultant'Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentor.'uTom Ganser, Director, Office of Field Experiences, University of Wisconsin-Whitewater'What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers.'uDebra Pitton, Associate Professor of Education, Gustavus Adolphus CollegeDeepen your mentoring practice with this innovative new approach!Effective mentoring requires planned and mindful attention to the ways in which one's knowledge, skills, and experience can be passed on to new teachers. Stressing the importance of deep reflection on one's mentoring practice, the award-winning authors offer eight models/metaphors that mentors can customize to meet the individual needs of their mentees. Proven strategies and real-life stories help teacher educators, trainers, and mentors to:Meet the diverse needs of mentor/mentee relationshipsDevelop helpful mentoring toolsContinue to reflect, learn, and grow as mentorsThis resource is sure to inspire critical conversation and fresh insights among all mentors committed to professional growth for themselves and their fellow teachers.
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Book DetailsISBN: 9781412938631
(254mm x 178mm x 13mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 14-Feb-2007
Country of Publication: United States
Books By Author Diane Yendol-Hoppey
PLC Book, Paperback (December 2015)
The PLC Book is written specifically for teachers, and articulates the essential elements and process of PLC work and how they can collaboratively achieve improved student learning.
Reflective Educator's Guide to Classroom Research, Paperback (June 2014)
The new edition of this best-selling book offers a step-by-step guide to the classroom research process.
Powerful Professional Development, Paperback (April 2010)
By presenting a variety of approaches and strategies, this book is an important guide to how to conduct professional development within schools
Reflective Educator's Guide to Professional Development, Paperback (June 2008)» View all books by Diane Yendol-Hoppey
Combining professional learning communities and action research, this step-by-step guide provides coaches, workshop leaders, and staff developers with strategies, activities, and tools to develop inquiry-oriented PLCs.
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Author Biography - Diane Yendol-Hoppey
Diane Yendol-Hoppey is the Director of the Benedum Collaborative and a Professor of Education at West Virginia University. The Benedum Collaborative is one of the oldest school/university partnerships in the nation. Diane spent the first thirteen years of her career in education teaching in Pennsylvania and Maryland. In her work at Penn State, the University of Florida, and West Virginia University, Diane focuses on job-embedded teacher professional development and the cultivation of teacher leadership. Her research explores how powerful vehicles for teacher professional development including teacher inquiry, professional learning communities, and coaching/mentoring can support school improvement. She has authored numerous studies which have appeared in such journals as Teachers College Record and Journal of Teacher Education. She is coauthor (with Nancy Fichtman Dana) of three books, The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry, The Reflective Educator's Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities and The Reflective Educator's Guide to Mentoring: Strengthening Practice through Knowledge, Story, and Metaphor, all from Corwin Press. Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years. During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.
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