Details
| Type of Product: | e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book) |
| Average Rating: | 
based on 1 review |
| Publication Date: | 9/1/2007 |
| Pages: | 325 |
| Stock Number: | PB213Xe |
| ISBN: | 978-1-93353-171-7 |
| Grade Level: | Middle School |
Description
Many peer-mentoring guides claim to be unique. This one is. It trains middle school science teachers to be effective mentors for other middle school teachers—and does so using a long-term, inquiry-based approach to teaching and learning how to be a more effective science educator.
Developed under a grant from the National Science Foundation, the principles of this guide’s procedures and materials were field-tested with 50 mentors and new teachers in a variety of middle schools. Making Science Mentors comes with everything you need to set up and run a comprehensive program:
• 10 session-by-session lesson plans
• A planning and observation protocol to guide mentor-mentee interaction, both in conferences and during classroom observation
• Handouts and citations (on paper and on CD) for use in preparing mentors
• Video clips on DVD that show middle grades science classrooms and teacher mentoring
Making Science Mentors is ideal if you have state, district, or school-based teacher preparation programs and don’t want to start from scratch when setting up a research-based mentoring system. As the authors promise, “Using this guide, you will master inquiry-based mentoring and share it with mentors, who, in turn, will share it with their mentees, all in the name of improving the classroom experiences—and achievement—of students.”
Ideas For Use
This guide will enable you, as a facilitator, to prepare science mentor teachers from a wide range of backgrounds to support teachers new to middle-grades science. In your work with these mentors, you will model an inquiry-based approach to teaching and learning. The mentors you prepare will, in turn, share this approach with their mentees—who may be recent college graduates, career changers, or new to teaching at the middle grades—and support them in using it with their students.
Additional Info
| Intended User Role: | Administrator, Mentor, Middle-Level Educator, Professional Development Provider, Teacher |
| Educational Issues: | Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Integrating technology, Learning theory, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies |
Contents
Acknowledgments
About this Guide
Venn Diagram Graphic
About the Program
The Program at a Glance
The Program in Brief
The Program in Detail
Getting the Program Started
Program Evaluation
References
About the Authors
Session Plans
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Appendix A: The Planning and Observation Protocol
Appendix B: Handouts and Overheads
Resources
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National Standards Correlation
This resource has 13 correlations with the National Standards.
[HIDE CORRELATIONS]
- Context of Professional Development
- Learning Communities
- Organizes adults into learning communities whose goals are aligned with those of the school and district. (NSDC)
- Provide opportunities for teachers to receive feedback about their teaching and to understand, analyze, and apply that feedback to improve their practice. (NSES)
- Provide opportunities for teachers to learn and use various tools and techniques for self-reflection and collegial reflection, such as peer coaching, portfolios, and journals. (NSES)
- Leadership
- Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities. (NSES)
- Process Standards for Professional Development
- Evaluation
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Research-Based
- Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Design
- Involves teachers in actively investigating phenomena that can be studied scientifically...(NSES)
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Teaching Standards
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Analyze assessment data to guide teaching.
- Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
Customer Reviews
|
Fantastic Resource for Mentor programs |
| |
Reviewed by: Angelika Fairweather (Bradenton, FL) on April 8, 2011 |
| |
The book illustrates teaching teachers by modeling best practices. Anyone working with professional development for Science teachers will find this book to be an asset. The lessons are inquiry based with templates ready to place on an ELMO. Even if you don't do a lesson in full, there are also great snippets you can adapt for any training. |
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