Mentoring New Teachers

Written for those mentoring new teachers and for those in mentor training programs, this work focuses on the critical mentoring functions of relating, assessing, coaching, and guiding. A series of exercises, supplemented by anecdotes, commentary, and examples, spans several chapters. An annotated bibliography, updated for this edition, is included, and the Connecticut Competency Instrument is presented as an example of teaching competencies expected of a beginning teacher. There is no subject index. Portner is a former K-12 teacher and administrator, now a consultant and trainer. Annotation c. Book News, Inc.,Portland, OR

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.

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.