Being Mentored: A Guide for Proteges

Front Cover
Corwin Press, May 22, 2002 - Education - 78 pages
This book contains activities and discussions regarding the essential skills, understandings, and behaviors needed to profit from being mentored. Each chapter provides principles for success and offers suggestions for action. An annotated compendium of publications and Internet sites of interest to new teachers is included. Chapter 1, "Participate," discusses how proteges can contribute to the development and maintenance of mentoring relationships. Chapter 2, "Take Responsibility," discusses how proteges can take responsibility and be proactive in the mentoring process. Chapter 3, "Observe," focuses on how proteges can take advantage of opportunities to observe others teach. Chapter 4, "Ask," looks at how proteges can solicit and receive help. Chapter 5, "Chart Your Course," discusses how proteges can identify what they need to know and make decisions about their own professional development. Chapter 6, "Network," explains how proteges can seek and create opportunities to exchange information and support with their peers. Chapter 7, "Take Informed Risks," discusses how proteges can learn by trying something new and different. Chapter 8, "Reflect," notes how proteges can critically examine the implications of their experience in order to learn. Chapter 9, "Give Back," explains how proteges can contribute to their schools' programs, procedures, and culture. (Contains 20 references.) (SM).
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

VII
5
VIII
6
IX
7
X
8
XI
13
XII
14
XIII
15
XV
16
XXXII
38
XXXIII
40
XXXIV
42
XXXV
43
XXXVII
45
XXXVIII
46
XXXIX
47
XL
48

XVI
17
XVII
18
XIX
19
XX
21
XXI
22
XXII
23
XXIII
24
XXIV
26
XXV
27
XXVII
28
XXVIII
30
XXIX
33
XXX
36
XXXI
37
XLII
51
XLIII
52
XLIV
55
XLV
56
XLVI
58
XLVII
59
XLVIII
61
L
63
LI
64
LII
69
LIII
71
LIV
77
Copyright

Other editions - View all

Common terms and phrases

About the author (2002)

Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education’s Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Hal developed and teaches for Western New England University a 3 credit MEd in Curriculum and Instruction online core course in Mentoring, Coaching, and professional development.

Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Protégés (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) – all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education administration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.

Bibliographic information