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020 _a9780983815235
035 _a(OCoLC)902831727
040 _aYDXCP
_beng
_erda
_cYDXCP
_dOCLCQ
_dBTCTA
_dBXM
050 0 4 _aLB2844.B724.B664 2015
050 0 4 _aLB2844
100 1 _aBoogren, Tina,
_e1
245 1 0 _aSupporting beginning teachers /
_cTina H. Boogren ; foreword by Robert J. Marzano.
_hPR
260 _aBloomington, Indiana :
_bMarzano Research,
_c(c)2015.
300 _axv, 102 pages :
_billustrations ;
_c28 cm.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
490 1 _aThe classroom strategies series
504 _a1 (pages 95-98) and index.
505 0 0 _aChapter 1: Research and theory --
_tThe implications of teacher attrition --
_tThe unique needs of beginning teachers --
_tDeliberate practice to develop expertise --
_tThe importance of support and mentoring --
_tTranslating research and theory into practice
505 0 0 _aChapter 2: Designing an effective mentoring program --
_tSelection of high-quality mentors --
_tEffective relationships between mentors and mentees --
_tSpecific types of new-teacher support --
_tSummary --
_tChapter 2: Comprehension questions
505 0 0 _aChapter 3: Providing physical support --
_tHelp arrange, organize, and decorate the classroom --
_tGive a tour of the building --
_tDescribe an average day at school --
_tHelp prepare for the first day of school --
_tExplain administrative procedures --
_tDemonstrate how to use school technology tools --
_tExplain the procedure for substitute plans --
_tIdentify and help prepare for students with special needs --
_tHelp initiate communication with parents --
_tSummary --
_tChapter 3: Comprehensive questions
505 0 0 _aChapter 4: Providing emotional support --
_tEngage in active and supportive listening --
_tConduct daily check-ins --
_tValidate the teacher's feelings --
_tSend encouraging messages --
_tEnlist support from other staff members --
_tCelebrate success --
_tCommunicate via double-entry journal --
_tsummary --
_tChapter 4: Comprehensive questions
505 0 0 _aChapter 5: Providing instructional support --
_tEstablish a common language of instruction --
_tUse a scale to measure progress --
_tSupport growth goals --
_tGive focused feedback --
_tAnalyze data, and guide reflection --
_tProvide opportunities to observe and discuss effective teaching --
_tSummary --
_tChapter 5: Comprehensive questions --
_tTeacher progress log --
_tTeacher reflection log
505 0 0 _aChapter 6: Providing institutional support --
_tExplain the school culture --
_tHelp establish a support network --
_tClarify the teacher evaluation process --
_tEstablish collaboration time with appropriate colleagues --
_tShare educational research --
_tHelp secure membership in professional organizations --
_tFacilitate involvement in extracurricular activities --
_tFoster relationships with coworkers --
_tSummary --
_tChapter 6: Comprehension questions.
520 1 _aGive new teachers the time and professional guidance they need to become expert teachers. Investigate key research, and examine the four types of support - physical, emotional, instructional, and institutional - that are crucial during a teachers first year in the classroom. Discover essential strategies for K-12 mentors, coaches, and school leaders to develop an effective mentoring program schoolwide.
_cPublisher description
_uhttp://www.marzanoresearch.com/supporting-beginning-teachers-bkl023.
530 _a2
650 0 _aFirst year teachers.
650 0 _aTeachers
_xIn-service training.
650 0 _aMentoring in education.
830 0 _aClassroom strategies that work.
856 4 2 _zPrint book details (PDF)
_uhttps://soltreemrls3.s3-us-west-2.amazonaws.com/marzanoresearch.com/media/pdf/sellsheets/15466-2_MRL_SBTL_SS_FINAL.pdf
907 _a.b17114780
_b05-28-15
_c05-27-15
942 _cBK
_hLB
_m2015
_e
_i2018-07-15
_k15.76
998 _acim
_b05-27-15
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999 _c7617
_d7617
902 _a1
_bCynthia Snell
_c1
_dCynthia Snell