Mentor's role : First and foremost -- Offering support -- Creating challenge -- Facilitating professional vision -- Recognizing and meeting the needs of beginning teachers -- Calendar of options -- Learning-focused interactions: A continuum: Intention-driven action -- Continuum of learning-focused interaction -- Mediational mentoring: Establishing the third point -- Mediating non-verbally -- Versatility matters -- Maximizing time and attention: Attending fully -- Structured conversations -- Balancing support with challenge -- When you can't meet 'face-to-face'' -- Learning-focused verbal tools: Applying verbal tools -- Providing emotional safety -- Inviting thinking -- Entering the protégé's world: Using paraphrase -- Designing questions to promote thinking -- Extending thinking -- Facilitating professional vision: From novice to expert teaching: Developing a vision of learning -- Defining expertise -- Transitioning from novice to expert -- Expert teacher's professional lenses -- Mentoring as a professional vision -- Strategies for success: Beginning of the year activities -- Ongoing activities -- End of the year activities -- Tips too good to leave out -- Appendix: Mentoring relationship: Self-assessment rubric -- Mentor's skills: Primary trait rubric -- Teaching and learning portfolio -- Teaching and learning portfolio: Assessment rubrics -- INTASC: Standards for beginning teachers -- Frequently asked questions: Issues and possibilities -- Structured forms, tools and blacklines: Student goals worksheet -- Initial self-assessment profile/Stem completion -- Beginning teacher self-assessment inventory -- Learning-focused growth plan -- Learning-focused growth plan: Tracking progress -- Reflection journal -- Mindful memorandum -- Learning-focused verbal toolkit: Pocket files -- References and resources -- Index -- About the authors -- Professional development programs and services.