The First Years Matter: Becoming an Effective Teacher 2/e

Carol Pelletier Radford is the founder of Mentoring in Action, an organization dedicated to the success of novice teachers and their mentors. Before she established her own organization to support mentors and new teachers, she was a veteran elementary school teacher and a teacher preparation leader. Carol is the author of Corwin's bestselling books Mentoring in Action: Guiding, Sharing, and Reflecting With Novice Teachers and The First Years Matter: Becoming an Effective Teacher. Carol received her Education Doctorate from the Harvard University Graduate School of Education, where she focused her studies on mentoring and teacher leadership. She is also a certified yoga teacher who practices meditation and shares mindfulness strategies with educators through her online courses and website. Her podcast Teaching With Light features the stories of teachers and inspirational leaders. Her next passion project is the creation of a Teacher Legacy Network, where retired teachers can share their wisdom with the next generation of teachers. You can learn more about Carol, find free resources, videos, meditations, courses, and all of her books at mentoringinaction.com/. Twitter: @MentorinAction Facebook: @MentoringinAction4Teachers Instagram: @cpradford

Foreword: Peter M. DeWitt Preface Acknowledgements About the Author Introduction Part I Beginning Your Journey Into Teaching The Purpose of Induction and Mentoring Sustainable Mentoring What is Mentoring in Action? Building a Relationship With Your Mentor Purposeful Mentoring Conversations Part II Month-by-Month Mentoring: Being Mentored in Action Why Do We Need a Mentoring Curriculum? A Month-by-Month Cycle for Mentoring The Transformation of a Teacher August Orientation to the School and Community: Resources and Values September Beginning the School Year Successfully: Creating a Community of Learners in the Classroom October Teaching For Understanding: Planning and Delivering Effective Instruction November Assessing Diverse Learners: How Do Teachers Know Students Have Learned? December Maintaining Balance: Teaching and Keeping the Students Interested January Beginning a New Calendar Year: Looking Back and Moving Forward February Engaging Students in the Curriculum: Focus on Content through Active Inquiry March With Your Mentor: Building a Trusting Relationship April Standards: Creating Meaningful Standards-Based Learning Experiences for Students May Assessing Students' Progress: High-Stakes Tests and Teacher Assessment June Completing the Year: Paperwork, Relationships, and Closing a Room July Final Reflection and Planning For Next Year: Retreat, Reflect, Review

"What amazes me about the Mentoring in Action and First Years Matter books is that every aspect of the teaching field is addressed." -- Kerri Schoonover, History Teacher "I love the idea of having mentors and mentees work alongside each other with Mentoring in Action and The First Years Matter, sharing their thoughts about challenges and successes each month and opening up a reflective dialogue." -- Karen Mayotte, Grade 2 Classroom Teacher/ Co-coordinator Mentor Program "The two texts, Mentoring in Action and The First Years Matter, are companion texts that give both participants a guide for discussions, suggestions for activities, and a place to track reflections. They also allow for targeted differentiation." -- Maureen Perkins, Reading Specialist "Integrating teacher evaluation standards fits naturally into the reflection prompts and activities in The First Years Matter and Mentoring in Action texts." -- Caitlin Corrieri, Mentor Coordinator "I will most definitely use the Mentoring in Action text paired with The First Years Matter text as a month-by-month curriculum to focus mentoring conversations." -- Kristen Daly, First Grade Teacher "With the Mentoring in Action and The First Years Matter books, training of mentors is consistent and comprehensive. The First Years Matter is structured enough to provide a clear path toward helping a new hire to achieve independence." -- John Radosta, Mentoring Coordinator "Mentoring in Action and The First Years Matter are so important to guide discussions between mentor and mentee and are also helpful when differentiating for a new teacher's needs." -- Elyse Hager, Kindergarten Teacher "Our district will use the Mentoring in Action and The First Years Matter texts to directly align with teacher evaluation standards and create a common language among our mentors and novice teachers." -- Bethany Botelho, Mentor Teacher Facilitator "The Mentoring in Action and The First Years Matter books are critical resources that each mentor will need to provide support for becoming a qualified mentor." -- Angela Downing, 1st Grade Teacher "The Mentoring in Action and The First Years Matter books have given me so much knowledge and understanding of the mentoring process that I feel more than confident in my ability to direct a mentoring program." -- Adam Crawford Crombie, Co-Director of Mentoring "Carol Radford is the consummate professional educator. From the outset of my association with her, she has been a conscientious and dedicated administrator, a mentor, and a generous and supportive colleague. Readily able to foster constructive connections between course material and her own exemplary classroom experience, she has consistently provided innovative direction and support to classroom teachers by way of the books she has authored. Generations of educators have and will continue to use them. Dr. Radford's commitment to teaching in urban populations has distinguished her contribution to the education profession. I continue to be impressed by her command of relevant research and effective instructional techniques. Her skill is facilitating communication. She effectively addresses the interface between practice and education with the primary objective of identifying the relevant issues in support of human well-being. Dr. Radford is truly a reflective practitioner, and I always appreciate opportunities to learn from her as she continues to clarify the relevant issues in educational practice by way of her latest publications." -- Cameron Marzelli, Adjunct Faculty at the Graduate School of Arts and Social Sciences