| Record ID | marc_nuls/NULS_PHC_180925.mrc:46700784:2560 |
| Source | marc_nuls |
| Download Link | /show-records/marc_nuls/NULS_PHC_180925.mrc:46700784:2560?format=raw |
LEADER: 02560cam 22003734a 4500
001 9919498720001661
005 20161129125238.0
008 020410s2002 caua b 000 0 eng
010 $a 2002005699
015 $aGBA2-54663
020 $a0761945520 (c : acid-free paper)
020 $a0761945539 (p : acid-free paper)
029 1 $aUKM$bbA254663
035 $a(CSdNU)u108295-01national_inst
035 $a(OCoLC)49576471
035 $a(Sirsi) 01-AAP-0714
040 $aDLC$cDLC$dUKM$dOrPss
042 $apcc
043 $an-us---
049 $aCNUM
050 00 $aLB1731.4$b.P65 2002
100 1 $aPortner, Hal.
245 10 $aBeing mentored :$ba guide for proteges /$cHal Portner.
260 $aThousand Oaks, CA. :$bCorwin Press,$cc2002.
300 $axiii, 78 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references.
505 0 $aParticipate -- Take the Initiative -- Developing the Relationship Takes Time -- Earn and Keep Your Mentor's Trust -- Clarify Communication -- Take Responsibility -- Don't Wait, Instigate -- Feedback and How to Receive It -- When to Give Feedback -- Mismatched Mentoring Relationships -- Responsibility to Yourself -- Responsibility to Others -- Get to Know Your Principal -- Clarify Ground Rules Early -- Observe -- Be an Objective Observer -- What to Observe -- Expand Your View -- Don't Imitate, Create -- Ask -- Whom to Ask -- Where to Ask -- How to Ask -- What to Ask For -- Why Ask? -- Chart Your Course -- Find Out What You Don't Know -- Set Priorities -- Identify Resources -- The Power of Planning -- Network -- Support From Collegial Groups -- Guidelines for Support and Discussion Groups -- Networking on the Internet -- Working With College and University Professors and Cohorts -- Take Informed Risks -- Look Before You Leap -- Should You or Shouldn't You? -- Help the Risk Succeed -- Risk With Conviction -- Reflect -- Keep a Professional Learning Journal -- Guided Reflection -- Focused Reflection -- Give Back -- Leave a Legacy -- Be a Change Agent -- Experienced Newcomers -- The Gift of Renewal.
650 0 $aMentoring in education$zUnited States.
650 0 $aFirst year teachers$zUnited States.
650 0 $aTeachers$xIn-service training$zUnited States.
948 $a11/12/2002$b12/10/2002
982 $aLB1731.4$a.P65$a2002
999 $aLB 1731.4 P65 2002$wLC$c1$i31786101688858$d8/30/2004$f8/30/2004$g1 $lCIRCSTACKS$mNULS$rY$sY$tBOOK$u12/10/2002
999 $aLB 1731.4 P65 2002$wLC$c2$i31786101522651$d8/30/2004$f8/30/2004$g1 $lCIRCSTACKS$mNULS$rY$sY$tBOOK$u12/20/2002