Our hope is that this blog will become a
forum in which people can exchange ideas on how to recruit, develop and retain exceptional Jewish educators
through mentoring and e-mentoring students, teaching candidates,
and teachers in our day and supplemental schools. The present focus of this blog is to empower Jewish teachers, administrators, teacher trainers, consultants, and staff developers to integrate web technology (i.e. web tools and apps) into their teaching and teacher training.
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Tuesday, June 2, 2009
The Novice Teacher Self-Assessment Inventory (Lipton, et al., 2001)
The Novice Teacher Self-Assessment Inventory (*Lipton, et al. 2001) is a usefulinstrument to give to your mentee. Although it appears to be an internal reflection format for the novice teacher, it can serve as a needs assessment, and as a spingboard for a professional conversation between the mentee (i.e. the novice teacher) and the mentor.
Novice Teacher Self-Assessment Inventory (Lipton, et al., 2001)
Key: On each line (___) in the boxes below, record the number 1, 2 or 3:
1 = I need assistance in this area right now.
2 =I think I have a handle on this, but I’d like to talk to someone with more experience.
3 = I feel comfortable about this right now.
Information About Policies and Procedures
___ Teacher evaluation system
___ Paperwork and deadlines
___ Expectations of the principal
___ Expectations of my colleagues
___ Communicating with parents
___ Standardized tests
___ Bell system
___ Roll book
___ Organizing/setting up my classroom
___ Accessing instructional materials and resources in the building
___ Arranging field trips
___ Using the library and media resources
___ Working with special services
Working with Students
___ Establishing classroom routines
___ Motivating resistant students
___ Maintaining student discipline
___ Differentiating instruction for
___ Implementing the curriculum
___ Evaluating student progress
___ Organizing my day/week
___ Lesson planning
___ Following the daily/weekly schedule
___ Attending meetings
___ Supervising extracurricular activities
___ Opportunities for professional development
___ Maintaining personal/professional balance
Here are other areas in which I’d like to receive some assistance:
* Lipton, L., Wellman, B. & Humbard, D. (2001). Mentoring Matters: A Practical Guide to Learning-focused Relationships: Sherman, CT: Mira Via, LLC.
On the next post we will discuss Guidelines for Weekly Professional Conversations Among Mentor Teachers, Pre-Service, and In-service Teachers.