Beginning Teachers Improve With Attentive and Targeted Mentoring

Abstract

In the attentive, targeted mentoring framework, mentors shift their focus from helping beginning teachers merely survive the first year to empowering them to thrive and impact student learning.

Key words::

• mentoring
• teacher leadership

Additional information

Notes on contributors

Randi N. Stanulis

Randi N. Stanulis is a Professor of Teacher Education at Michigan State University. Her areas of interest are mentoring beginning teachers, preparing classroom teachers as teacher leaders and mentors, and teaching undergraduate literacy education. Email: [email protected]

Julie Bell

Julie Bell is a doctoral student in the Department of Teacher Education at Michigan State University. Her areas of interest are the preparation of classroom teachers as mentors, English education, and research on the benefits of mentoring. Email: [email protected]