Mentoring English Teachers in the Secondary School
A Practical Guide
This practical guide will help school-based mentors of trainee or newly qualified English teachers in developing their own mentoring skills, whilst providing the essential guidance their trainees need as they navigate their new role in the secondary classroom. With analytical tools for self-evaluation, this is a key resource that will support and inspire mentors and help them identify both strengths and skill gaps to develop confidence and knowledge in their mentoring position.
By providing practical tools such as tasks, feedback guides, further readings and examples of dialogue with trainees, this volume covers the knowledge, skills and understanding every mentor needs. Key topics explored include:
- Roles and responsibilities of mentors;
- How to develop a mentor–mentee relationship;
- Developing beginning English teachers’ subject knowledge and expertise, including planning for pupils’ learning;
- Managing workload and student teacher well-being;
- Developing collaborative practice;
- Developing the wider, professional role of the teacher.
Filled with tried-and-tested strategies based on the latest research, Mentoring English Teachers in the Secondary School is a vital guide for mentors of English teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
Table of Contents
This practical guide will help school-based mentors of trainee or newly qualified English teachers in developing their own mentoring skills, whilst providing the essential guidance their trainees need as they navigate their new role in the classroom.
Debbie Hickman is a senior lecturer and subject co-ordinator for Secondary English and Professional Studies for the PGCE at the Institute of Education, University of Chichester. Debbie taught in secondary schools for sixteen years prior to moving into Higher Education and she is currently a doctoral student at the University of Reading researching secondary pupils’ perceptions of reading.