his set of relationships that supervisors create—coupled with their expert knowledge of teaching—builds possibili- ties for improving practice in ways that extend beyond the novice teachers themselves.
Something I advocated for in the past was maintaining the same partnership between teacher and Senior Team Lead (instructional coach) over multiple years to ensure that this deeper relationship could be created. It's soo important in ensuring that teachers are able to grow.
Celebrate!
Must do!!! Even in the hardest of years, it's important to celebrate all that has been accomplished.
hare tips for establishing routines and managing the activities of the day.
I find this soo important to do. Rarely are student teachers able to "see" everything that you are doing and planning, especially behind the scenes, without you modeling your thinking aloud.
Phases of First Year Teaching
Lies. This is every year of teaching. Not just the first year.
mentor’s role within such a relationship is to balance three functions: * Offering support * Creating challenge * Facilitating a professional vision
All three of these create capacity in a positive manner rather than dependence.
raming a mentoring identity as one who builds capacity in others is a necessary first step.
Great definition of a mentor--"one who builds capacity in others." Reminds me of the TED triangle from last month's meeting in which we discussed being more of a coach rather than creating dependency in others. Rather, we want student teachers to develop capacity to lead their own classrooms.