BP style=MARGIN: 0px align=left text-align=leftCarol Pelletier Radford/Bis the Program Director for aITransition to Teaching/Ifederal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts—Dartmouth. She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperating/PP style=MARGIN: 0px align=left text-align=leftteacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books:ITechniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!,/IandIMentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers./IFor the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools./PP style=MARGIN: 0pxBA one-of-a-kind resource to guide new teachers through the mentoring process!/B/PP style=MARGIN: 0pxI /I/PP style=MARGIN: 0pxIThe First Year Matters: Being Mentored…In Action,/Iby Carol Pelletier RadfordI,/Iprovides new teachers with a practical guide to use throughout their mentoring experience as well as for self-reflection. Many new teachers become overwhelmed in their first year of teaching and are so busy trying to meet all of the criteria of the assessments-based curriculum that the most obvious skills can be overlooked for discuss@