Mentoring North Carolina Novice Teachers, 1998.Report as inadecuate

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This introductory-level training program is designed to develop in classroom teachers the knowledge, skills, and attitudes necessary for functioning as successful mentors to novice North Carolina teachers. This includes background and perspectives for mentoring in North Carolina; Interstate New Teacher Assessment and Support Consortium (INTASC) standards; novice teacher recommendations; mentor roles; communication; reflection; and coaching. The program was generated by a statewide committee of experts. Contained within the manual are six modules of fundamental training for new mentors and a variety of activities for achieving a balance among trainer-delivered content, practice for participants, and participant sharing. The modules include the following: (1) Induction in North Carolina; (2) Concerns of the Novice Teacher; (3) the Role of the Mentor; (4) Communication; (5) the Reflection Cycle; and (6) the Coaching Cycle. An appendix presents added information and materials, including activities for setting the stage, reviewing the training, and breaking the ice. The appendix also offers sample schedules; a bibliography; evaluation forms; a calendar of needs and concerns; a rationale for mentoring; tips for mentors, a suggestion form; and mentoring cards for shifting groups. (SM)

Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Mentors, Public Schools, Teacher Collaboration, Teacher Improvement, Teacher Role, Teaching Experience

Author: North Carolina State Dept. of Public Instruction, Raleigh.; North Carolina Center for the Advancement of Teaching, Cullowhee.


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