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| Author | : Michael Vernon Smith |
| Publisher | : |
| Total Pages | : 668 |
| Release | : 1994 |
| Genre | : Mentoring in education |
| ISBN | : |
| Author | : Colleen M. Conway |
| Publisher | : Rlpg/Galleys |
| Total Pages | : 224 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : |
This practical guide covers the challenges faced by beginning music teachers, district and state-sponsored mentoring and induction programs, alternative certification, and ideas for ongoing professional development. Based on the latest research, this book includes first-person accounts written by beginning music teachers and a state-by-state list of mentoring policies and programs.
| Author | : Jamila L. McWhirter |
| Publisher | : Oxford University Press |
| Total Pages | : 169 |
| Release | : 2017 |
| Genre | : Education |
| ISBN | : 0190645733 |
A Creative Duet: Mentoring Success for Emerging Music Educators offers new insights into music education mentoring. This book shows pre-service and early career music educators how to be proactive, innovative partners in the mentoring process. Author Jamila L. McWhirter gives expert guidance and practical tools to encourage emerging music educators to shape their own careers. Grounded in research and nearly three decades of experience as a music educator and music teacher educator, the book examines the collaborative and creative nature of the mentoring process and guides readers to the importance of informal, organic mentoring partnerships. Based upon an innovative approach, A Creative Duet is a book on how emerging music educators may gain the most from mentoring experiences while sharing and finding their own voice. Dr. McWhirter guides the reader through creative strategies, real-life examples and experiences, as well as introducing the thoughts and feelings of several emerging music educators concerning their mentoring experiences. She leads the reader through proactive preparation steps such as developing a personal mission statement, setting a course of action, examining the importance of establishing a time commitment to the mentoring relationship, as well as other aspects of self-exploration. A Creative Duet is an important book not only for the pre-service and early career music educator, but also for those involved in guiding future music educators.
| Author | : Mark Robin Campbell |
| Publisher | : Routledge |
| Total Pages | : 314 |
| Release | : 2021-03-21 |
| Genre | : Education |
| ISBN | : 1000343820 |
Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency, (Second Edition), is a textbook for studies in music education. Expanding upon the first edition, the authors promote inquiry and reflection to facilitate teacher growth, lifelong learning, and a disposition toward educational change. The revised text responds to current calls for social change and teacher education reform by reaffirming and intensifying the need for music teachers to adopt a personal orientation toward their work. A personal orientation encourages teachers to initiate their own growth, engage in inquiry, and exercise agency in school contexts. Strongly grounded in current theories and research in teacher education, Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency strives to do the following: Engage readers in analyzing their own experiences in order to conceptualize the complexity of teaching Involve them in clarifying their reasons for seeking a career in teaching Support their insights, questions, and reflections about their work Promote a reflective, critical attitude about schools in general as music teachers are urged to think of themselves as change agents in school settings Construct a moral purpose as a compass to guide their current and future endeavors in the profession. Every chapter includes a wealth of pedagogical features, including new methodologies and examples of practice to engage the readers in processes of inquiry and reflection. The second edition is organized in two parts. Part I focuses on positioning music teachers as learners in the profession, significantly expanding concepts explored in the first edition that are central to a personal orientation to professional growth. In the new edition, a reconceptualized Chapter 5 challenges teachers to cultivate their identities as change agents. The second half of the book—focusing on becoming a student of music teaching— features five new chapters. A provocative chapter on curriculum sets the stage for a set of additional chapters that invite deeper considerations of the commonplaces of teacher, learners, subject matter, and context. An epilogue speaks directly to the power of agency, imagination, and hope in teachers’ lives.
| Author | : Betty Achinstein |
| Publisher | : Teachers College Press |
| Total Pages | : 210 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 9780807746356 |
In response to a growing interest in mentoring and new teacher induction, the authors offer a unique view of developing quality mentors. Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource: Argues that mentors are not born, but developed through conscious, deliberate, ongoing learning; Provides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring; Documents induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator's role in reforming school culture; Highlights problems and complexities of enacting mentor knowledge and learning in diverse contexts.
| Author | : Mark Robin Campbell |
| Publisher | : Routledge |
| Total Pages | : 264 |
| Release | : 2010-09-13 |
| Genre | : Education |
| ISBN | : 1136950842 |
Constructing a Personal Orientation to Music Teaching promotes inquiry and reflection to facilitate teacher growth, lifelong learning and a disposition toward educational change. Strongly grounded in current theories and research in teacher education, the text engages readers in analyzing their own experiences in order to conceptualize the complexity of teaching; involves them in clarifying their reasons for seeking a career in teaching; supports their insights, questions, and reflections about their work; and promotes a reflective, critical attitude about schools in general as teachers are urged to think of themselves as change agents in school settings.
| Author | : Michele Kaschub |
| Publisher | : Oxford University Press |
| Total Pages | : |
| Release | : 2012-12-19 |
| Genre | : Music |
| ISBN | : 0199832366 |
In order to prepare pre-service teachers and meet the needs of practitioners in the field, music teacher educators need resources to guide the development of curriculum, specific courses, professional development workshops, and other environments where composition education can begin, grow, and flourish. With chapters ranging from practical information to solid theory to useful best practice examples, Composing Our Future offers fresh insight into composition in music education from authors who are directly engaged in this work.
| Author | : Kristin M. Turner |
| Publisher | : |
| Total Pages | : 334 |
| Release | : 2002 |
| Genre | : |
| ISBN | : |
"This study attempted to discover the number and types of mentoring programs offered to first year music teachers in the Northwest states and to get new teachers' opinions about the value of the mentoring they received. A Superintendent's Survey was mailed to the superintendent of each district in the states of Alaska, Idaho, Montana, Oregon, Washington and Wyoming asking if mentoring was available for music teachers and requesting a description of any existing mentoring programs. A Music Teacher survey was mailed to first and second year music teachers in the state of Washington seeking the teachers' opinion of the mentoring they had received. Teachers were asked to describe the mentoring and comment on its usefulness. Mentoring was offered in more than half the districts of only two Northwest states. The structure of these programs varied widely from the very formal to the very informal. Only a minority of the responding teachers was assigned a mentor for their first year of teaching. Many of those not assigned to a mentor sought guidance and advice from a more experienced staff member on their own. Teachers felt most satisfied with mentors who (a) taught the same subject, (b) observed them and provided feedback, help and encouragement, (c) provided opportunities for new teachers to see them teach, and (d) shared teaching ideas, explained procedures, and assisted with classroom management issues. Teachers were least pleased with mentors who did not understand music, and who gave no feedback or negative feedback. They disapproved of mentoring programs that (a) did not allow meaningful activities to take place, (b) prevented frequent contact with the mentor, or (c) did not supply a mentor. Providing a music mentor for new music teachers, offering better training for mentors, and collaborating among several districts to provide better mentoring were recommended ways to help first year music teachers succeed. Recommendations for future research were (a) comparing with mentoring programs of other states, especially where mentoring is state-mandated, (b) investigating mentor training programs, and (c) developing recommendations for effective mentoring program models"--Leaves ii-iii.
| Author | : Hal Portner |
| Publisher | : Corwin Press |
| Total Pages | : 169 |
| Release | : 2008-04-25 |
| Genre | : Education |
| ISBN | : 1452280649 |
"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide." —Priscilla Miller, Director Center for Teacher Education & Research, Westfield State College A comprehensive guide for developing successful mentors! Quality mentoring can provide the support and guidance critical to an educator′s first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include: Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners Classroom observation methods and competency instruments Tools to assess preferred learning styles Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.
| Author | : Andrea M. Kent |
| Publisher | : IAP |
| Total Pages | : 269 |
| Release | : 2018-01-01 |
| Genre | : Education |
| ISBN | : 1641131063 |
Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.
