Mentoring New Teachers

Third Edition
Hal Portner - Educational Consultant, Texas
Mentoring New Teachers
April 2008 | 168 pages | Corwin
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ISBN: 9781452280646
Available from January 0001
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ISBN: 9781412960090
Available from January 0001

Description

"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide."
—Priscilla Miller, Director
Center for Teacher Education & Research, Westfield State College

A comprehensive guide for developing successful mentors!

Quality mentoring can provide the support and guidance critical to an educator's first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include:

  • Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners
  • Classroom observation methods and competency instruments
  • Tools to assess preferred learning styles
  • Approaches to mentoring the nontraditional new teacher
  • A guide for careerlong professional development

School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.

Contents

Foreword by Gerald N. Tirozzi

Foreword by Gerald N. Tirozzi

Preface to the Third Edition

  • Who Should Read This Book
  • Overview of the Contents

Acknowledgments

Acknowledgments

About the Author

About the Author

Introduction

  • Support for Mentoring
  • Effective Mentors Are Made, Not Born
  • Mentoring Is Not Evaluating
  • Mentoring’s Role in Induction
  • The Mentor’s Primary Role
  • What Mentors Do: The Four Mentoring Functions
  • Teacher Mentor Standards
  • 1. Relating
  • Establishing Trust
  • Paying Attention to Thoughts and Feelings
  • Confidentiality
  • The Student Teacher Dilemma
  • Communicating Nonverbally
  • A Checklist of Relating Behaviors
  • A Mentoring Relationship Is a Serving Relationship
  • 2. Assessing
  • The Nontraditional New Teacher
  • Generic Needs of New Teachers
  • Specific Needs of Your Mentee
  • Gathering Resources
  • Your Mentee’s Learning Preferences
  • Modes of Communication
  • Summary
  • 3. Coaching
  • Coaching Assumptions
  • The Coaching Cycle
  • The Preobservation Conference
  • The Initial Classroom Visit
  • Focused Classroom Observations: When and How
  • Some Observation Considerations
  • The Postobservation Conference
  • When to Show and Tell
  • Coaching Adults
  • Feedback
  • 4. Guiding
  • Guiding Your Mentee’s Journey: A Decision-Making Process
  • Identifying Your Mentee’s Problems
  • Guiding Principles
  • The Unwilling and Unable Mentee
  • The Moderately Willing and Somewhat Able Mentee
  • The Competent and Confident Mentee
  • The All-of-the-Above Mentee
  • From Mentor-Mentee to Peer-Peer
  • 5. Mentoring’s Legacy: Career-Long Professional Development
  • Teacher’s Inquiry Process
  • From TIP to MIP
  • 6. Tips and Observations
  • Set Ground Rules Early
  • Help Change Happen
  • Avoid Information Overload
  • Share Decision Making
  • Know When to Intervene
  • Mentoring, Remediating, and Peer Review
  • Maintain the Relationship
  • Don’t Forget Content
  • What Is Your Mentee Asking For?
  • Know When to Wean
  • Find Time to Mentor
  • Earn Points Toward Teacher Recertification
  • Reflect on Your Mentoring
  • Consider Multiple Mentors
  • Build a Mentoring Community
  • Find Networking Opportunities
  • Remember, Student Learning Is the Goal
  • Pass the Torch
  • Resource A. Teacher Mentor Standards
  • Core Propositions
  • Teacher Mentor Standards
  • Resource B. Learning Style Inventory: Discovering How You Learn Best
  • Resource C. Mentor’s Inquiry Process for Experienced Mentors
  • Focus
  • What Will It Be Like?
  • Activities
  • What Are Your Chances Of Completing the Activities?
  • When Do You Want It?
  • Costs
  • Does It Represent a Worthwhile Challenge?
  • Resource D. The Connecticut Competency Instrument
  • Management of the Classroom Environment
  • Instruction
  • Assessment of Student Progress
  • Resource E. Annotated Bibliography

References

References

Additional materials

Description

"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide."
—Priscilla Miller, Director
Center for Teacher Education & Research, Westfield State College

A comprehensive guide for developing successful mentors!

Quality mentoring can provide the support and guidance critical to an educator's first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include:

  • Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners
  • Classroom observation methods and competency instruments
  • Tools to assess preferred learning styles
  • Approaches to mentoring the nontraditional new teacher
  • A guide for careerlong professional development

School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.

Contents

Foreword by Gerald N. Tirozzi

Foreword by Gerald N. Tirozzi

Preface to the Third Edition

  • Who Should Read This Book
  • Overview of the Contents

Acknowledgments

Acknowledgments

About the Author

About the Author

Introduction

  • Support for Mentoring
  • Effective Mentors Are Made, Not Born
  • Mentoring Is Not Evaluating
  • Mentoring’s Role in Induction
  • The Mentor’s Primary Role
  • What Mentors Do: The Four Mentoring Functions
  • Teacher Mentor Standards
  • 1. Relating
  • Establishing Trust
  • Paying Attention to Thoughts and Feelings
  • Confidentiality
  • The Student Teacher Dilemma
  • Communicating Nonverbally
  • A Checklist of Relating Behaviors
  • A Mentoring Relationship Is a Serving Relationship
  • 2. Assessing
  • The Nontraditional New Teacher
  • Generic Needs of New Teachers
  • Specific Needs of Your Mentee
  • Gathering Resources
  • Your Mentee’s Learning Preferences
  • Modes of Communication
  • Summary
  • 3. Coaching
  • Coaching Assumptions
  • The Coaching Cycle
  • The Preobservation Conference
  • The Initial Classroom Visit
  • Focused Classroom Observations: When and How
  • Some Observation Considerations
  • The Postobservation Conference
  • When to Show and Tell
  • Coaching Adults
  • Feedback
  • 4. Guiding
  • Guiding Your Mentee’s Journey: A Decision-Making Process
  • Identifying Your Mentee’s Problems
  • Guiding Principles
  • The Unwilling and Unable Mentee
  • The Moderately Willing and Somewhat Able Mentee
  • The Competent and Confident Mentee
  • The All-of-the-Above Mentee
  • From Mentor-Mentee to Peer-Peer
  • 5. Mentoring’s Legacy: Career-Long Professional Development
  • Teacher’s Inquiry Process
  • From TIP to MIP
  • 6. Tips and Observations
  • Set Ground Rules Early
  • Help Change Happen
  • Avoid Information Overload
  • Share Decision Making
  • Know When to Intervene
  • Mentoring, Remediating, and Peer Review
  • Maintain the Relationship
  • Don’t Forget Content
  • What Is Your Mentee Asking For?
  • Know When to Wean
  • Find Time to Mentor
  • Earn Points Toward Teacher Recertification
  • Reflect on Your Mentoring
  • Consider Multiple Mentors
  • Build a Mentoring Community
  • Find Networking Opportunities
  • Remember, Student Learning Is the Goal
  • Pass the Torch
  • Resource A. Teacher Mentor Standards
  • Core Propositions
  • Teacher Mentor Standards
  • Resource B. Learning Style Inventory: Discovering How You Learn Best
  • Resource C. Mentor’s Inquiry Process for Experienced Mentors
  • Focus
  • What Will It Be Like?
  • Activities
  • What Are Your Chances Of Completing the Activities?
  • When Do You Want It?
  • Costs
  • Does It Represent a Worthwhile Challenge?
  • Resource D. The Connecticut Competency Instrument
  • Management of the Classroom Environment
  • Instruction
  • Assessment of Student Progress
  • Resource E. Annotated Bibliography

References

References

Additional materials

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Mentoring New Teachers

Hal Portner
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April 2008 | 168 pages | Corwin

Format Published Date ISBN Price
Paperback 01/02/2026 9781412960090 $37.95
Hardcover 27/02/2023 9781412960083 $73.95
Lifetime 01/02/2026 9781452280646 $35.00

"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide."
—Priscilla Miller, Director
Center for Teacher Education & Research, Westfield State College

A comprehensive guide for developing successful mentors!

Quality mentoring can provide the support and guidance critical to an educator's first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include:

  • Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners
  • Classroom observation methods and competency instruments
  • Tools to assess preferred learning styles
  • Approaches to mentoring the nontraditional new teacher
  • A guide for careerlong professional development

School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.


Table Of Contents:

  • Foreword by Gerald N. Tirozzi
  • Preface to the Third Edition
  • Who Should Read This Book
  • Overview of the Contents
  • Acknowledgments
  • About the Author
  • Introduction
  • Support for Mentoring
  • Effective Mentors Are Made, Not Born
  • Mentoring Is Not Evaluating
  • Mentoring’s Role in Induction
  • The Mentor’s Primary Role
  • What Mentors Do: The Four Mentoring Functions
  • Teacher Mentor Standards
  • 1. Relating
  • Establishing Trust
  • Paying Attention to Thoughts and Feelings
  • Confidentiality
  • The Student Teacher Dilemma
  • Communicating Nonverbally
  • A Checklist of Relating Behaviors
  • A Mentoring Relationship Is a Serving Relationship
  • 2. Assessing
  • The Nontraditional New Teacher
  • Generic Needs of New Teachers
  • Specific Needs of Your Mentee
  • Gathering Resources
  • Your Mentee’s Learning Preferences
  • Modes of Communication
  • Summary
  • 3. Coaching
  • Coaching Assumptions
  • The Coaching Cycle
  • The Preobservation Conference
  • The Initial Classroom Visit
  • Focused Classroom Observations: When and How
  • Some Observation Considerations
  • The Postobservation Conference
  • When to Show and Tell
  • Coaching Adults
  • Feedback
  • 4. Guiding
  • Guiding Your Mentee’s Journey: A Decision-Making Process
  • Identifying Your Mentee’s Problems
  • Guiding Principles
  • The Unwilling and Unable Mentee
  • The Moderately Willing and Somewhat Able Mentee
  • The Competent and Confident Mentee
  • The All-of-the-Above Mentee
  • From Mentor-Mentee to Peer-Peer
  • 5. Mentoring’s Legacy: Career-Long Professional Development
  • Teacher’s Inquiry Process
  • From TIP to MIP
  • 6. Tips and Observations
  • Set Ground Rules Early
  • Help Change Happen
  • Avoid Information Overload
  • Share Decision Making
  • Know When to Intervene
  • Mentoring, Remediating, and Peer Review
  • Maintain the Relationship
  • Don’t Forget Content
  • What Is Your Mentee Asking For?
  • Know When to Wean
  • Find Time to Mentor
  • Earn Points Toward Teacher Recertification
  • Reflect on Your Mentoring
  • Consider Multiple Mentors
  • Build a Mentoring Community
  • Find Networking Opportunities
  • Remember, Student Learning Is the Goal
  • Pass the Torch
  • Resource A. Teacher Mentor Standards
  • Core Propositions
  • Teacher Mentor Standards
  • Resource B. Learning Style Inventory: Discovering How You Learn Best
  • Resource C. Mentor’s Inquiry Process for Experienced Mentors
  • Focus
  • What Will It Be Like?
  • Activities
  • What Are Your Chances Of Completing the Activities?
  • When Do You Want It?
  • Costs
  • Does It Represent a Worthwhile Challenge?
  • Resource D. The Connecticut Competency Instrument
  • Management of the Classroom Environment
  • Instruction
  • Assessment of Student Progress
  • Resource E. Annotated Bibliography
  • References

Recent Product Reviews:

"An essential key to passing on wisdom and an important pick for any education collection."
The Bookwatch, July 2008, Midwest Book Review
“With the guidance of Hal Portner, our new teacher induction/mentoring program made a turnaround from a bare minimum, “letter of the law” program into a dynamic, teacher-affirming program! Our mentoring team now has a shared vision of the components of effective mentoring and, more importantly, our mentees are reaping the benefits. I wholeheartedly encourage anyone interested in improving their school’s mentoring program to read this book.”
William E. Collins, Principal, William E. Norris Elementary School, Southampton, MA
"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide."
Priscilla Miller, Director, Center for Teacher Education & Research, Westfield State College
"Bravo for basing this on the National Board for Professional Teaching Standards! Standards for mentoring are long overdue. This book will become a primary resource for our annual mentoring staff development, to be used with both mentors and mentees."
Mark Bower, Director of Elementary Education and Staff Development, Hilton Central School District, NY
“The book gets straight to the point of mentoring and provides practical, doable strategies and guidance to mentors, as well as the opportunity to practice those strategies with immediate feedback. A short and easy read for people who need good advice but don’t have a lot of time to spare.”
Kathy Grover, Assistant Superintendent, Clever R-V School District, MO

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