English Journal Vol 102 No 3

7   Call for Manuscripts
11    From the Editor
Ken Lindblom
13    High  School Matters
“Juggling 400 Oranges”: Calling All Mentor Teachers
Christian Z. Goering

Mentoring and Teacher Development
16    EJ in Focus
Webs of Support for Learning to Teach English Together
Thomas M. McCann, Guest Editor
While the journey to becoming an English teacher can be a haphazard  and trying experience, a lot of people can help along the way, and beginners can do much to help themselves.

23    Strengthening New Teacher Agency through Holistic Mentoring
Deborah Bieler
If emerging teachers are going to be something more than technicians, they need to reflect on their instructional  worldviews, the mission of schools, and their role as autonomous professionals.
33   The Wish list: Articulating and Responding to New Teachers’ Concerns
Erinn Bentley with Allison Morway  and Tammie Short
Although it is possible to cite general trends about the concerns of beginning teachers, each beginner will have specific needs and questions.

40   Questioning and Inquiry in Mentoring New Teachers of English: A Focus on learners
Steven Z. Athanases
An important developmental shift for new teachers moves them away from a focus on self and toward a focus on learners.
49    Collaborative Co-Mentoring for the Novice and the Experienced English Teacher
Steven T. Bickmore
If the experience of teaching is going to keep newly minted  teachers committed  to the profession, they will have to find ways to break away from the traditional  isolation of teaching.

58    Give Them Something to Talk About:  The Role of Dialogue in Mentoring Relationships
Dawan Coombs and Kate Goodwin
An effective mentor/protege relationship is essentially dialogical.

65    Forming University and Teacher Partnerships  in an Effort to Reframe and Rethink Mentoring Programs
Megan Guise
Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize  the process as a continuum, with the faculty involved in the preparation continuing a partnership to support the development of beginners in the schools.

71    Distributed Mentoring: Designing Contexts  for Collective Support
of Teacher Learning
Debi Khasnabis, Catherine H. Reischl, Melissa Stull, and Timothy Boerst
In contrast to a conventional conception of mentoring as a one-to-one relationship, a model of distributed  mentoring taps into the combined  knowledge and wisdom of a team to focus attention  on the quality  of instructional practices and the processes involved in problem solving.