000 | 04307cam a2200469Ii 4500 | ||
---|---|---|---|
001 | ocn902831727 | ||
003 | OCoLC | ||
005 | 20240726083531.0 | ||
008 | 150205t20152015inua b 001 0 eng d | ||
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 _cm _da _e- _feng _ginu _h0 |
||
994 |
_aZ0 _bSBI |
||
945 |
_g1 _i31923001874920 _j2 _lcimc _nUpdated to RDA - cs _o _p15.76 _q _r _s- -- _t61 _u1 _v0 _w1 _x0 _y.i20208133 _z05-27-15 |
||
999 |
_c7617 _d7617 |
||
902 |
_a1 _bCynthia Snell _c1 _dCynthia Snell |