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This video describes successful coach and mentee relationships for teachers.
This webinar series continues the discussions that kicked off during the October 2017 Early Childhood Professional Learning Opportunities (PLOs). Based on the imperatives outlined in the DSE/EIS Strategic Plan, early childhood professionals across the state are implementing strategies to shift how early intervention and preschool special education services are provided in their communities.
Maryland is moving from accountability for compliance towards accountability for compliance + results for children with disabilities.
While it is the mentor who receives training in the mentoring process and who initially drives the mentoring relationship, the mentee is by no means a passive receptacle of information – at least, not if he or she wants to get something from the process.
School administrators don’t generally participate directly in teacher mentoring, but they do play an important role in establishing the kind of environment needed to promote effective mentoring in their schools.
Mentoring is a very complex subject, but Mentoring 101 will provide you with some signposts to begin and guide your exploration.
All about mentoring and its importance.
Mentoring is almost always a useful thing for teachers. But if the conditions are right, mentoring has the chance to be a great thing for teachers. Here are some of the criteria that can help set the stage for an ideal mentoring experience.
There are some basic prerequisites for being an effective mentor – you have to be an excellent teacher with a strong knowledge of pedagogy, your subject and the profession. But that’s not nearly enough. Working closely with one person – a colleague and an adult – presents a set of challenges and opportunities very different from the ones involved in classroom teaching. And that’s why mentors need to receive training.