How are they able to know this?
Darling-Hammond, L., & McLaughlin, M.W. (1995, April). "Policies that Support Professional Development in an Era of Reform." Phi Delta Kappan. 597-604
Feiman-Nemser, S. & Parker, M.B. (1992). "Mentoring in Context: A Comparison of Two U.S. Programs for Beginning Teachers." Special Report from the National Center for Research on Teacher Learning, Michigan State University, East Lansing. Mi.
Fullan, M. (1994). "Teacher Leadership: A Failure to Conceptualize" in Teachers as Leaders: Perspectives on the Professional Development of Teachers. Phi Delta Kappan.
Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Bristol, Pa.: The Falmer Press.
Hargreaves, A.., editor. (1997). Rethinking Educational Change with Heart and Mind. 1997 Yearbook of the Association for Supervision and Curriculum Development. Alexandria, Va.:ASCD.
Ladsen-Billings, G. (1993). The Dreamkeepers, Successful Teachers of African American Children. San Francisco: Jossey-Bass Publishers.
Lieberman, A. (1995, April). "Practices that Support Teacher Development: Transforming Conceptions of Professional Learning." Phi Delta Kappan. 591-596.
Lieberman, A. & McLaughlin, M. (1992, May). "Networks for Educational Change: Powerful and Problematic." Phi Delta Kappan. 673-677.
Little, J.W. (1996, May). "Organizing Schools for Teacher Learning." Paper presented to AERA Invitational Conference on Teacher Development and School Reform.
Lytle, S.L. & Cochran-Smith, M. (Eds.). (1992). Inside-Outside: Teacher Research and Knowledge. New York: Teachers College Press.
How are they able to know this?
variety of carefully designed tools are used to structure the mentor-beginning teacher interactions and support each beginning teacher’s development in relation to professional teaching standards. The focus, process, and pacing of each of each FAS tools are determined collaboratively by the mentor and beginning teacher in light of the teacher’s individual needs.