ABSTRACT
This chapter presents ten suggestions for mentoring novice teachers in high school science classes. These suggestions come from the author's work in tracking prospective high school science teachers in different university-based teacher education programs. Though they are aimed primarily at cooperating teachers working in a mentoring relationship with full-time student teachers, there are now many ways to prepare science teachers that do not employ traditional student teaching experiences. Some novice teachers begin working immediately as a teacher of record, and receive infrequent mentoring, while others in teacher residency programs are among the most supported types of teacher learners in the history of teacher education. Mentoring a student teacher is both challenging and rewarding. The hard work that goes into helping someone learn how to teach is balanced by the benefit of having an enthusiastic apprentice, and taking advantage of this situation is essential for cooperating teachers’ own professional learning.
