Mentoring and Coaching

Denise M. Gudwin is currently an adjunct professor at Florida International University and national consultant for the Bureau of Educational Research. She retired from Miami-Dade County Public Schools after thirty years of service, July 2008. Her past experiences in the fourth-largest school district include teacher, district curriculum support specialist, district instructional supervisor of Programs for Learning Disabilities, and district executive director, Office of Professional Development and Center for Professional Learning.

'These two remarkable educators not only document the development of their own relationship from mentor/mentee to professional colleagues, they also draw from their own experiences, research studies, and the real voices of countless new teachers to provide an excellent, hands-on guide for perfecting the mentoring role in multicultural settings. Kudos!' - Lisa Delpit, Eminent Scholar, Executive Director, Center for Urban Education and Innovation

List of Tables and FiguresForeword, by Joan T. WynnePrefaceAcknowledgmentsAbout the Authors1. Teacher-to-Teacher: Making a Difference Teachers Making a Difference Enhanced Personal Growth Mentoring From the Voice of Magda From the Voice of Denise2. The Voice of the Struggling Teacher Typical Stages of Teacher Development Struggles Joys Managing Tips3. Teacher Leaders and Their Roles as Mentors Teachers as Leaders Mentoring The Role of the Mentor What Do the Voices of New Teachers Say About Mentors and Their Roles What We Now Know4. Characteristics of Effective Coaching Components of Effective Coaching Designs for Effective Peer Coaching The Art of Coaching Coaching and Intergenerational and Cultural-Linguistic Differences5. Communication Intercultural Communication Nonverbal Communication Listening in Intercultural Settings Intergenerational Differences in Communication Written Communication Intercultural Communication and the Standards of the Profession Appendix 5.1: Project GATE Newsletter6. Mentoring in a Large Multicultural Urban District: Induction Programs and a Case Study What Does the Research Say About Retention of Beginning Teachers? What an Induction Program Should Look Like A Case Study Appendix 6.1: Beginning Teacher Questionnaire Appendix 6.2: Interview Question Guide Appendix 6.3: Project GATE (Getting Assistance for Teaching Effectively) 2006?2007 School Year Appendix 6.4: Sample Special Education Mentor Teacher Application Appendix 6.5: Sample Special Education New- and Early-Career Teacher Application Appendix 6.6: Project GATE 2006?2007 Yearly Calendar At-a-Glance7. Professional Development Through Learning Opportunities Professional Development Professional Development That Embraces Diversity Facilitating Adult Learning Opportunities Effectively Study Groups Instructional Data Discussions Professional Learning Communities Quality Personal and Professional Growth8. Lessons Learned What We Have Learned What Are the Lessons Learned, and, Just as Important, From Whom Did We Learn Them? From the Voices of Two Teachers What Are the Connecting Threads Woven Into the Experiences of Successful Mentoring Relationships and Successful New Teachers?Glossary of TermsReferencesIndex