Mentoring and Supervision For Teacher Development [Paperback]

Alan Reiman (Author), Lois Thies-Sprinthall (Author)

Book Description

ISBN-10: 0801315395 | ISBN-13: 978-0801315398 | Publication Date: October 7, 1997

This text synthesizes instructional supervision, adult development, teacher education and mentoring, and ongoing professional development. Also forges links between preservice teacher education, mentoring, and school- based supervision. Practical examples and case studies are drawn from extensive work with urban, suburban, and rural school systems, as well as a number of state, national, and international public school/university consortia. First book in the field to focus on mentoring. Provides a unique framework for action/reflection, grounded in theory and 20 years of research to guide supervision and professional growth programs (Ch. 4). Distinct chapters discuss guided reflection (Ch. 13) and ethics relative to supervision (Ch. 15). Biographies highlight leaders in the field.

Product Details

• Paperback: 384 pages
• Publisher: Allyn & Bacon (October 7, 1997)
• Language: English
• ISBN-10: 0801315395
• ISBN-13: 978-0801315398
• Product Dimensions: 9.1 x 6.4 x 0.6 inches
• Shipping Weight: 1.1 pounds
• Average Customer Review: 4.8 out of 5 stars  See all reviews (5 customer reviews)
• Amazon Best Sellers Rank: #943,821 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

9 of 10 people found the following review helpful:

5.0 out of 5 stars Practical and helpful. A must for your mentoring library!, November 30, 1998

By A Customer

This review is from: Mentoring and Supervision For Teacher Development (Paperback)

This book serves better as a handbook or manual for mentors or those interested in becoming mentors. It is not necessary to read the entire book unless you want to know more about the history and background of teacher development and its trends.

What I liked most about this book was that you can refer to any given part of the book that was of interest for guidelines and suggestions in mentoring. The authors provide you with various Development Activities to use with your mentees. Also, things that you can put together in your professional portfolio as a teacher or mentor.

There's a great move to using the Coaching Plan in supervision. There's a sample plan included. A plan of action is included along with follow-ups with dates. You can also assign special assignments or readings for mentees as a suggestion to improve certain skills.

The use of journal writing is highly encouraged and promoted. Various formats are provided. It is suggested that at the end of the month, you go back to reread your entries to look for ideas, themes or feelings that surface from these entries. It's a good way to reflect on your practice through this type of analysis of your journal entries.

3 of 3 people found the following review helpful:

5.0 out of 5 stars Great Resource Textbook for Field Supervisors & Mentors, November 25, 1998

By A Customer

This review is from: Mentoring and Supervision For Teacher Development (Paperback)

This book has a fairly complete background and history about teacher supervision and mentoring. Its academic and practical approach allows access for the classroom setting, field supervision scenario and practical tips for mentors and their mentees. It is both a research tool and practical tool for learning how to supervise, be a mentor and what the current thinking is on participatory action research & mentoring. The authors have brought together a workable blend of insightful case studies with theory. The result is a useful reference for field supervisors and their induction phase teachers.

3 of 3 people found the following review helpful:

5.0 out of 5 stars Excellent resource on mentoring for educators, November 28, 1998

By 

Kristin Benner ([e-mail]) (Mission Viejo, California) - See all my reviews

This review is from: Mentoring and Supervision For Teacher Development (Paperback)

I used this book as a resource in a graduate level course on mentoring. It proved to be a comprehensive text on adult learning and learning theory in general. The case studies were poignant and highlighted the theories being discussed. The book does point out the need to reflect on one's practice which is often forgotten in the education field. This book comes highly recommended as an excellent textbook for mentoring classes at the graduate level in education. Even though it is comprehensive and therefore lengthy, the text is well indexed and can be easily used as a topical reference.