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Praise for first edition: "This short but effective book could be the perfect guide to help experienced teachers as they work with new colleagues through their first (often the most difficult) months of teaching. Porter has included specific activities and exercises to teach mentors behaviors that develop trust as they work through the mentoring process. He shows the teacher mentors and their proteges how to develop an effective working relationship as the new teachers grow from dependence on their mentors to a high degree of self-reliance as effective teachers in their own right." -- G. E. Pawlas, University of Central Florida CHOICE, 1998 I appreciate the excellent tool your book has become for me. The opportunity to mentor has a clearer definition and description of the process, insuring a much more effective experience for both mentor and mentee. -- Sharon Wise, Eductor "The author writes in a conversational manner as if he were talking directly to the reader. Portner maintains the reader's interest throughout his books by using factual data, case studies, and by providing suggested practical activities. Furthermore, Portner's recommendations appear concrete with carefully described step-by-step instructions. -- Mentoring and Tutoring, Vol. 13, Issue 1, 2005 20050331 "A timely, instructive, and important book on mentoring new teachers. It provides direction and guidance and clearly outlines how to be a mentor." -- From the Foreword by Gerald N. Tirozzi "This book captures the essence of mentoring and the process necessary to be an effective mentor." -- Kaye Dean, Elementary Principal "An invaluable resource for anyone who is currently a mentor or planning to be one. I've not seen any other book like this-one that actually provides guidelines, and serves to facilitate an individual's transition to the role of mentor. It models behavior by including clear and concrete examples and advice in a friendly manner." -- Norma Gluck, Regent Emeritus "Provides a much-needed framework for quality mentoring of beginning teachers." -- Christine Brown, Director of Foreign Languages
Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education's Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Proteges (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) -- all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education admin istration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.