Mentoring and Coaching: A Lifeline for Teachers in a Multicultural Setting

'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 The challenges of teaching in a culturally and linguistically diverse (CLD) school, including language barriers, special needs, and teacher isolation, can be especially overwhelming for early-career teachers. This unique book on mentoring and coaching new teachers is specifically designed for multicultural school settings, although educators in all settings can benefit. The authors draw from their own experience implementing a highly successful coaching programme for new teachers in a large, urban school district. The book offers practical examples anchored in the current theoretical and research base for the professional development of novice teachers in urban as well as non-urban areas. Filled with vignettes that directly capture the real-life experiences of new teachers and their coaches, this volume: - Illustrates how to develop effective teacher-to-teacher coaching relationships - Raises readers' awareness of issues that might arise from CLD differences and facilitates more effective communication - Offers reproducible resources, agendas, and other sample materials for a variety of contexts This timely and practical book helps coaches give new teachers the support they need to survive and succeed in diverse school settings.

Table of Contents:
List of Tables and Figures Foreword, by Joan T. Wynne Preface Acknowledgments About the Authors 1. Teacher-to-Teacher: Making a Difference Teachers Making a Difference Enhanced Personal Growth Mentoring From the Voice of Magda From the Voice of Denise 2. The Voice of the Struggling Teacher Typical Stages of Teacher Development Struggles Joys Managing Tips 3. 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 Know 4. Characteristics of Effective Coaching Components of Effective Coaching Designs for Effective Peer Coaching The Art of Coaching Coaching and Intergenerational and Cultural-Linguistic Differences 5. 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 Newsletter 6. 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-Glance 7. 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 Growth 8. 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 Terms References Index

About the Author :
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. Denise is the author of four teacher seminar handbooks with the Bureau of Education and Research and A Qualitative Study of the Perceptions of Six Preservice Teachers: Implementing Oral and Written Retelling Strategies in Teaching Reading to Students with Learning Disabilities (2002 ERIC 466 869); she is co-author of the Phonological Awareness and Early Literacy Assessment (Wright Group), Professional Development: Assisting Urban Schools in Making Annual Yearly Progress (September 2007 - the Journal of Urban Learning, Teaching, and Research), and A Qualitative Study of New/Early Career Special Education Teacher Retention in a Multicultural Urban Setting (Spring 2008 – Florida Educational Leadership Journal). She is past president of Council for Exceptional Children (CEC), Miami Chapter 121; newsletter editor, Florida Council for Exceptional Children (FCEC), and conference chair for the 2007 State FCEC Conference; and past president for FCEC Florida Division of Learning Disabilities (DLD). Gudwin’s graduate work includes a master’s degree in reading and a PhD in education leadership with a focus on teaching reading to students with learning disabilities. Her areas of interests are literacy, student success, learning disabilities, teacher support, professional development, and research. Magda D. Salazar is currently the Special Education Chairperson and Teacher at an elementary school in the fourth-largest school district of the nation. Her past experiences include special education teacher; inclusion teacher; curriculum support specialist, Division of Special Education, District Office; professional development support specialist; and adjunct professor at Florida International University and Barry University. She is a former Rookie Teacher of the Year and is in her tenth year in the field of education. Salazar is vice-president of Council for Exceptional Children (CEC), Miami Chapter 121; newsletter editor, Florida Council for Exceptional Children (FCEC); and local program chair for the 2007 State FCEC conference. Her publications include ERIC Document #491545 Review of Single Subject Research Design: Applications to Special Education and Psychology, as well as ERIC Document #491410, entitled, What Do the Experts Say about Urban Special Education Issues? She is also the author of Professional Development: Assisting Urban Schools in Making Annual Yearly Progress (September 2007 - the Journal of Urban Learning, Teaching, and Research), A Qualitative Study of New/Early Career Special Education Teacher Retention in a Multicultural Urban Setting (Spring 2008 – Florida Educational Leadership Journal), and Urban Co-Teaching Practices: A Mixed Methodological Examination (Spring 2008 – The National Journal of Urban Education and Practice). She has contributed articles to Dade Dispatch (the quarterly newsletter for Dade Reading Council); ESE Connection (ne wslett er for The Florida Council for Exceptional Children), and authored a column entitled Multicultural Corner. In addition, she was co-editor of the GATE Gazette (a monthly newsletter for beginning teachers and their mentors). Salazar’s graduate achievements include a master’s degree in reading. She is a doctoral candidate at Florida International University, Miami’s first Research I Public University. She is pursuing her doctorate. in urban/special education in the Urban S.E.A.L.S project at Florida International University. Her areas of interests are new/early career teachers, special education, legislation and compliance in special education, learning disabilities, overrepresentation of minorities in special education, literacy, and research.

Review :
"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!" "The authors take an important multicultural approach to mentoring by showing how teachers from different cultural heritages translate concepts into practices. Their concrete examples at different grade levels explain how struggling teachers can become successful. Easy to read and understand, this book contains valuable resources, self-assessment tools, and tips for effective communication that will ensure successful implementation of mentoring programs." "In this book you hear the voices of new teachers who have struggled with the myriad of challenges that drive so many good and potentially effective teachers out of a career in education. Mentoring and coaching has made a difference in the professional lives of many motivated and talented teachers who have, in turn, improved the learning outcomes of their students. Gudwin and Salazar provide a realistic and practical guide to successful mentoring and coaching that is grounded in their own successful experiences with struggling teachers and students.” “Sustaining young, spirited, gifted teachers in our public schools, especially in our urban systems, is one of our country’s greatest challenges in education. This book, written by two educators who have brilliantly faced that challenge and helped create a comprehensive program to retain those teachers, is a blueprint for the nation’s ′way out′ of losing the very people who can inspire a higher level of academic achievement for our children." “Using the voices of teachers, mentors, and school leaders, this book is an insightful analysis of the role that mentoring and teacher induction programs play in the retention and success of urban public school teachers. A must-read for all stakeholders serious about teacher success in today’s challenged climate surrounding public education. This book represents the hope that is necessary to retain the next generation of public school teachers."