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fy with a newcomer’s struggle to define herself as a teacher” (p. 114). Through this collaborative professional partnership, Trubowitz and Robins demonstrate ways first-year teachers can interact with their colleagues, parents, and the community. As a part of the appendix of the book, both authors include useful checklists for mentoring and suggestions for improvement and future learning. Their successful mentorship experience can encourage veteran teachers to participate as mentors, passing on their valuable years of expertise and experience.

Room for Talk: Teaching and Learning in a Multilingual Kindergarten, by Rebekah Fassler