Working With a Mentor: How to Approach the Relationship

by: Sarah Reeves Young and Mike Roberts

This chapter is about how to go about creating a working relationship with a mentor teacher. Most new teachers are assigned mentor teachers, who get the position based on the number of years they have worked in a school, not necessarily their ability to coach a young teacher. The chapter addresses how new science teachers can engage their mentor in a way that is constructive and beneficial to the first years of teaching, and provides some ideas on how to establish a supportive mentor relationship.

Topics

Applies knowledge about human learning and change. (NSDC) Build on the teacher's current science understanding, ability, and attitudes. (NSES) Collaboration Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES) Communicating Context of Professional Development Encourage and support teachers in efforts to collaborate. (NSES) Evaluation Leadership Learning Observing Options that recognize the developmental nature of teacher professional growth and individual and group interests, as well as the needs of teachers who have varying degrees of experience, professional expertise, and proficiency. (NSES) Process Standards for Professional Development 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) Teachers of science plan an inquiry-based science program for their students Work together as colleagues within and across disciplines and grade levels.

Details

Type Book ChapterPub Date 9/15/2013ISBN 9781936959495Stock # PB342X_2

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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