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Carol Pelletier Radford
is the Program Director for a Transition to
Teaching federal grant, which is located in the Center for University, School
and Community Partnerships at the University of Massachusetts-Dartmouth.
She received her Ed.D. from Harvard University in 1996 where she focused her
studies on teacher professional development and the role of the cooperating
teacher in preparing pre-service teachers. In more than twenty years as a public
school teacher, she has received numerous teacher leadership awards, among
them the prestigious Christa McAuliffe Fellowship sponsored by the U.S.
Department of Education. She is the author of four books: Techniques and
Strategies for Coaching Student Teachers, Strategies for Successful Student
Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-
Month Curriculum for Mentors and Their New Teachers. For the past thirteen
years, she has worked as the Director of Practicum Experiences and Teacher
Induction at Boston College. In her current position at the University of
Massachusetts, she teaches graduate courses for district mentors and is actively
engaged in preparing prospective math and science teachers for New Bedford
and Fall River schools.
Visiit carolpelletierradford.com to learn more.
Introduction: A Letter to the Readers
PartI.Inducting a New Teacher into the Teaching Profession: Year 1
Components of a High Quality Induction Program
What is Induction?
A Plan for Induction
Resources
Orientations
Mentoring
Professional Development
Evaluation
The Role of the Mentor
What Should a Mentor Strive for?
Expanding the One-to-One Model of Mentoring
Differentiated Mentoring
Five Principles For Effective Mentoring
Acknowledging Who You Are and What You Bring to The Mentoring Experience
Building A Relationship With New Teachers
Creating Opportunities for Quality Conversations
Participating in On-Going Reflection
Maintaining a Professional Community of Learners
Mentoring In ACTION? What Does that Mean?
Part II. Month By Month Mentoring: A Guide to Quality Discussions Between Mentors and New Teachers
Why Do We Need a Mentoring Curriculum?
A Month By Month Timeline for Mentoring
PLAN
CONNECT
ACT
REFLECT
SET GOALS