Mentoring In Schools How To Become An Expert Colleague – Aligned With The Early Career Framework
£16.99*
Pros
- This book offers valuable advice to mentors in positively supporting early career teachers, going through eight of the standards set out in the ECF.
- Guidance is offered for mentors on how they can help the mentee meet the standard, offering resources, additional reading, and advice to ensure that all concerned are engaged in the professional development.
- This is a really handy book for teachers and school leaders who support newly qualified teachers in their school.
- The book shares practical guidance to help teachers and school leaders in the vital role of supporting new teachers.
- Haili shares insights from recent trainee teachers, as well as more established voices in education, to provide tried-and-tested transferable tips that can be used straight away.
Supported by Crown House Publishing
Getting a good mentor in any profession can mean the difference in how you view your career, and how you settle in and grow in your professional development. A good mentor can make or break your career. Some people seem to be naturally good, caring mentors but, within the teaching profession, we are all mentors in one respect as colleagues are all looking for new ways to tweak practice to improve teaching and learning. So, what are the key aspects of mentoring within schools, and how can official guidance support teachers who are mentoring others to stop the flow of people leaving the profession early?
Within England, the Early Career Framework (ECF) promises quality of support and provision for all early career teachers, extending their funded training entitlement to a structured two-year package of high-quality professional development. In her new book, Haili Hughes strongly advocates the Framework citing the hard work, research and dedication which went into its creation.
This book offers valuable advice to mentors in positively supporting early career teachers, going through eight of the standards set out in the ECF. With each standard, Haili sets out why they are important, but also highlighting the research supporting them. Crucially, guidance is offered for mentors on how they can help the mentee meet the standard, offering resources, additional reading, and advice to ensure that all concerned are engaged in the professional development. At the end of each chapter, a helpful summary succinctly illustrates a cycle of development that can be followed to help maintain focus, engagement, and progress.
Haili offers busy teachers a practical interpretation of how to work with the Early Career Framework, sharing practical guidance to help them in the vital role of supporting new teachers. She also shares insights from recent trainee teachers, as well as more established voices in education, to provide tried-and-tested transferable tips that can be used straight away.
This is a really handy book for teachers and school leaders who support newly qualified teachers in their school, offering guidance, resources and inspiration to ensure that individuals feel supported in the crucial early years of their teaching career.
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