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Why Have a Teacher Mentor Program?
Administrative Support for a Successful
administrative support area and grade attitude become beginning teachers benchmarks benefits better teachers classroom management confidant curriculum DePaul University Educational Leadership effective instruction effective teacher mentor Ego Problems established evaluating the program evaluation role evaluations by mentors excellent teacher experience fastback feedback formal evalu Formal mentorship gram handbook include the following induction Informal mentorship introspective invitation involved Kram learning lesson planning Loyola University lunch periods marking period match mentor period mentor relationship Mentor roles mentor training session mentor's advice mentor/protege mentors and proteges Mentors Once mentorship program mid-year needs novice Phi Delta Kappa principal profes professional protege's rationale rela research on effective scheduling school districts school organization school policy school routines second-grade teacher selection of mentors share Sindelar sional skills staff development subject area successful mentor Successful Teacher Mentor superintendent teacher hired teacher mentor program Teacher Union teaching tion tionship tive tors University of Chicago