IS

IS NOT

Facilitating the learning of the beginning teachers.

Telling beginning teachers how they should teach.

Asking questions & providing experiences that help the preceptees develop their vision and goals for their math classroom.

Taking over or "fixing" the preceptee’s classroom.

Respectful & collegial sharing, inquiry, and discussion.

Having all the answers.

Listening to beginning teachers’ concerns & fears.

Giving advice or interpreting their feelings about teaching or mathematics.

Thinking about the individual needs of the preceptees and designing MEPS & class visits to meet those needs.

A training or a package.