Review by Choice Review
The research is clear that beginning teachers, because of their lack of experience and underdeveloped skills, are the least likely educators to help K-12 students achieve their academic potential. Yet these same new teachers are usually placed with students who struggle most. Moir, founder of the nonprofit New Teacher Center (NTC), and her colleagues have assembled research that supports how comprehensive, mentor-based induction programs can improve novice teacher practice. The NTC mentoring model provides support for a beginning teacher's immersion into the school climate, routines of being a teacher, and socialization unique to school settings. Just as the NTC mentor protocol encourages new teachers to focus on single "case students" to better analyze students' learning needs and then apply that knowledge to other students, this book highlights lessons learned from specific induction programs in Boston, Chicago, New York, and Durham. These case studies detail the design and administration of key elements of instructional mentoring, strategies working nicely across districts, as well as challenges and leverage points for change. This book is particularly helpful for teacher educators, classroom mentors, and districts considering the implementation of a beginning teacher induction program. Summing Up: Recommended. Research and professional collections. S. Buczynski University of San Diego
Copyright American Library Association, used with permission.
Review by Choice Review
