Mentoring Programs for New Teachers

by Susan Villani

Get started on the right mentoring model to establish a program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!

Mentoring Programs for New Teachers

Author: Susan Villani

Publisher: Corwin Press

ISBN: 9780761978695

Page: 244

View: 491

Get started on the right mentoring model to establish a program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!

Comprehensive Mentoring Programs for New Teachers

by Susan Villani

This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.

Comprehensive Mentoring Programs for New Teachers

Author: Susan Villani

Publisher: Corwin Press

ISBN: 1452212813

Page: 240

View: 366

This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.

Comprehensive Mentoring Programs for New Teachers

by Susan Villani

This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.

Comprehensive Mentoring Programs for New Teachers

Author: Susan Villani

Publisher: Corwin Press

ISBN: 9781412966139

Page: 223

View: 705

This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.

Mentoring New Teachers

by Hal Portner

Features and topics new to this edition include: Classroom observation methods and instruments Teacher mentor standards based on the NBPTS Core Propositions Approaches to mentoring the nontraditional new teacher A guide for careerlong ...

Mentoring New Teachers

Author: Hal Portner

Publisher: Corwin

ISBN: 9781412960090

Page: 168

View: 611

A comprehensive guide for developing successful mentors! In the latest edition of this bestseller, the author draws upon research, experience, and insights to provide an overview of essential mentoring behaviors. Packed with strategies, exercises, and resources, this book examines four critical mentoring functions and gives school leaders, mentors, and staff developers the tools to create a dynamic mentoring program or revitalize an existing one. Features and topics new to this edition include: Classroom observation methods and instruments Teacher mentor standards based on the NBPTS Core Propositions Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development

Mentoring New Special Education Teachers

by Mary Lou Duffy

This field-tested guide provides everything you need to effectively support and mentor your special education teachers, increase their job satisfaction, and keep your retention rates high!

Mentoring New Special Education Teachers

Author: Mary Lou Duffy

Publisher: Corwin Press

ISBN: 9780761931348

Page: 168

View: 679

This field-tested guide provides everything you need to effectively support and mentor your special education teachers, increase their job satisfaction, and keep your retention rates high!

Past Present and Future Research on Teacher Induction

by Jian Wang, Director of the USC Center on Public Diplomacy

This book's importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various ...

Past Present and Future Research on Teacher Induction

Author: Jian Wang, Director of the USC Center on Public Diplomacy

Publisher: R&L Education

ISBN: 1607097648

Page: 268

View: 208

This book's importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

Making Sense of the Zero Effect of Comprehensive Teacher Induction Programs

by Yihua Hong

Teachers new to the profession may face various challenges and struggle with pedagogy and classroom management.

Making Sense of the Zero Effect of Comprehensive Teacher Induction Programs

Author: Yihua Hong

Publisher:

ISBN:

Page: 11

View: 656

Teachers new to the profession may face various challenges and struggle with pedagogy and classroom management. They tend to be less effective in boosting student learning than their more experienced colleagues (Murnane & Phillips, 1981; Raymond, Fletcher, & Luque, 2001; Rivkin, Hanusheck, & Kain, 2001). Since the early 1980s, there has been an increasing recognition of the importance of providing induction support in forms of mentoring programs, workshops, orientation seminars, collaboration opportunities, and other support systems to new teachers in their initial years of teaching (Furtwengler, 1995). At the present time, 27 states require some forms of induction or mentoring support for new teachers, 22 states mandate completion of or participation in an induction program for advanced teaching certification, and 17 states provide dedicated funding for teacher induction. While the general goal of teacher induction is to transform a student of teaching into a competent teacher of students, many evaluations in the past have focused on program impacts on novice teacher retention and professional well-being. Only a few studies have attended to instructional improvement as outcomes (see reviews by Ingersoll & Strong, 2011; Strong, 2009; Wang, Odell, & Schwille, 2008). Most studies (Davis & Higdon, 2008; Evertson & Smithey, 2000; Stanulis & Floden, 2009; Thompson, Paek, Goe, & Ponte, 2004) have suggested that more intensive mentoring and support from university-trained mentors might be associated with a higher rate of using effective instructional practices among new teachers. Yet one study (Roehrig, Bohn, Turner, & Pressley, 2008) reported that new teachers regardless of induction intensity declined in their use of effective teaching practices over the first year. These evaluations have been mostly non-experimental or quasi-experimental with a relatively small sample size. In contrast, a large-scale randomized study funded by the U.S. Department of Education and conducted by a research team from Mathematica Policy Research (Glazerman et. al, 2010) compared two prominent Comprehensive Teacher Induction (CTI) programs with standard district or school support for more than one thousand new teachers. Although teachers in the treatment group experienced more intensive, structured, and sequenced mentoring activities from trained external mentors, they exhibited surprisingly similar teaching practices as those in the control group in the spring of the first year such that a zero effect of the CTI programs was concluded. Reanalyzing data from the comprehensive teacher induction study, the authors aimed to unpack the zero effect of the CTI programs on teaching practices by closely examining the content and activities of mentoring as potential mediators of the induction program effects on teaching practices. The content of mentoring includes teaching planning and preparation, management of classroom environment, instructional content and pedagogy, and professional responsibilities. Key activities for mentees include keeping record and analysis of teaching and student learning, working with a study group of teachers, observing other teachers' teaching, and meeting with local instructional leaders. The following questions were asked: (1) Did treatment teachers and control teachers have different experiences with mentoring content and activities? (2) Did the differences in mentoring experiences mediate the program effect on teaching practices? (3) Was receiving mentoring from external mentors in the CTI programs as effective as receiving mentoring from home-based mentors under the control condition? Preliminary analysis indicated that treatment teachers and control teachers had different experiences with mentoring content and activities. Clearly, beginning teachers assigned to the CTI programs tend to receive a higher dosage of induction content and a higher intensity of mentoring activities. Therefore, we can rule out the second explanation for the zero effect of the CTI programs given that the treatment teachers displayed an equal or higher rate of participation than did the control teachers. The authors did note that a higher level of participation rate in the treatment group apparently did not lead to superiority in teaching practices in comparison with the control group. One would wonder, had the treatment teachers participated in the CTI programs at a lower rate that becomes equal to the control teachers' participation rate in their local induction programs, whether the teaching practices of the treatment group would become inferior to that of the control group. Tables are appended.

Mentoring and Induction Programs That Support New Principals

by Susan Villani

This insightful resource examines how well new principals are prepared and supported, reviews numerous model programs, and offers innovative solutions to develop a mentoring or induction program.

Mentoring and Induction Programs That Support New Principals

Author: Susan Villani

Publisher: Corwin Press

ISBN: 0761931465

Page: 298

View: 939

This insightful resource examines how well new principals are prepared and supported, reviews numerous model programs, and offers innovative solutions to develop a mentoring or induction program.

Mentoring Teachers

by Ann Lieberman

This book should be read not only by teachers and mentors but also by administrators, policy makers, and legislators." —Anna E. Richert, professor, Mills School of Education; director, Mills Teacher Scholars

Mentoring Teachers

Author: Ann Lieberman

Publisher: John Wiley & Sons

ISBN: 1118138937

Page: 192

View: 363

Mentoring New Teachers Through Collaborative Coaching

by Kathy Dunne

The materials in this guide supplement and expand upon the companion book, "Mentoring New Teachers Through Collaborative Coaching: Linking Student and Teacher Learning."

Mentoring New Teachers Through Collaborative Coaching

Author: Kathy Dunne

Publisher: Wested

ISBN: 9780914409311

Page: 300

View: 119

Designed for professional developers who work with mentors, the Facilitation and Training Guide can be used to recreate or customize the comprehensive mentoring program developed by WestEd's Kathy Dunne and Susan Villani. Activities are organized at two levels: (1) for working directly with mentor teachers and (2) for helping professional developers design their own mentor training programs. Each step-by-step activity includes a statement of purpose, facilitator notes, and all necessary handouts and overheads. In addition to the hardcopy binder materials, a CD-ROM holds all customizable handouts and agendas as well as complete PowerPoint presentations. The materials in this guide supplement and expand upon the companion book,Mentoring New Teachers Through Collaborative Coaching: Linking Student and Teacher Learning.

ERS Spectrum

by

As with comprehensive mentoring programs for beginning teachers , these
programs appear costly , although ... Program training for new teachers and
mentors is organized centrally at the local County Office of Education and offered
at two ...

ERS Spectrum

Author:

Publisher:

ISBN:

Page:

View: 667

Promoting Literacy in Grades 4 9

by Karen D. Wood

One example of a comprehensive mentoring program is California ' s Beginning
Teacher Support and Assessment Program ( BTSA ) and its precursor , the
California New Teacher Project . The BTSA program has been instrumental in ...

Promoting Literacy in Grades 4 9

Author: Karen D. Wood

Publisher: Allyn & Bacon

ISBN:

Page: 453

View: 496

A reference for pre-service and inservice classroom teachers who want to develop and maintain literacy skills and abilities of their students as well as establish and maintain classroom climates that promote and nurture literacy.

Mentoring in Action Guiding Sharing and Reflecting With Novice Teachers

by Carol Pelletier Radford

This book provides a roadmap for individual teacher-mentors or those in charge of mentoring programs. Everyone in a position of leadership should read and use this book.

Mentoring in Action Guiding Sharing and Reflecting With Novice Teachers

Author: Carol Pelletier Radford

Publisher: Corwin Press

ISBN: 1506345123

Page: 312

View: 255

The support you need for mindful mentoring and sustainable teacher success! Learn effective mentoring principles you can use as you guide novice teachers through their first years. This practical guide emphasizes a unique approach: mindful mentoring that aligns your mentoring conversations to teaching standards to more systematically prepare novice teachers for their teacher evaluation. You’ll learn how to: Plan mentoring conversations and observations Prevent teacher burnout by sharing social and emotional learning skills Integrate the updated INTASC Standards into mentoring conversations This updated edition provides a robust companion website featuring videos, downloadable forms, and a digital Mentor Planning Guide and Journal for reflection. Use with The First Years Matter, the companion guide for novice teachers!

Mentoring Novice Teachers

by Debra Eckerman Pitton

This second edition includes: Specific guidelines for facilitating a mentor training workshop Expanded coverage of mentoring strategies and processes Updated research about effective mentoring and communication A stronger focus on mentoring ...

Mentoring Novice Teachers

Author: Debra Eckerman Pitton

Publisher: Corwin Press

ISBN: 1483362035

Page: 184

View: 479

This updated resource helps mentors develop skills for guiding new teachers and offers reflections, discussion prompts, and role plays to promote effective interactions between mentors and beginning teachers.

Teachers Mentoring Teachers

by John C. Daresh

Key features of the book include: Planning and implementing a mentor program Developing benchmarks to measure the progress of the plan Using mentors for veteran teachers and new teachers alike Finding good mentor-protégé matches Assessing ...

Teachers Mentoring Teachers

Author: John C. Daresh

Publisher: Corwin Press

ISBN: 1483360725

Page: 104

View: 628

This highly interactive guide offers a step-by-step method for planning, implementing, and evaluating mentor programs to maximize teacher satisfaction and productivity.

Comprehensive Strategic Plan for Elementary and Secondary Education Progress Report

by Illinois State Board of Education (1973- )

Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction
Programs have been developed to set a framework to assist in the development
of mentoring programs designed to meet the needs of new teachers and focus on
 ...

Comprehensive Strategic Plan for Elementary and Secondary Education Progress Report

Author: Illinois State Board of Education (1973- )

Publisher:

ISBN:

Page:

View: 158

Pursuant to Public Act 93-1036, the Illinois State Board of Education has developed a five year comprehensive strategic plan for elementary and secondary education in Illinois. The plan focuses on three primary goal areas: enhancing literacy; improving educator quality for all children; and expanding data-driven management and school support practices.

Leading the Teacher Induction and Mentoring Program

by Barry W. Sweeny

Extensively revised to include the latest research, this second edition: Presents step-by-step directions for each part of the program development and implementation process Links induction and mentoring to districtwide goals for improved ...

Leading the Teacher Induction and Mentoring Program

Author: Barry W. Sweeny

Publisher: Corwin Press

ISBN: 1452293805

Page: 296

View: 907

Use these step-by-step strategies to develop and implement a proven program that links to districtwide goals and results in highly qualified teachers and increased student achievement.

Are You Sure You re the Principal

by Susan Villani

Updated for new and experienced principals, this resource provides personal stories, practical advice, a new chapter on career fulfillment, and study guides for professional development.

Are You Sure You re the Principal

Author: Susan Villani

Publisher: Corwin Press

ISBN: 1412958156

Page: 125

View: 437

Updated for new and experienced principals, this resource provides personal stories, practical advice, a new chapter on career fulfillment, and study guides for professional development.

Anatomy of a Mentoring Program for New Special Education Teachers

by Christine Yvonne Mason

program or secondary program base , there is greater assurance that information
important for all new teachers will be shared with new special educators . This is
critical ... Program. Today , it is likely that most new special education teachers
participate in a districtwide mentoring program . ... Comprehensive. Districtwide ...

Anatomy of a Mentoring Program for New Special Education Teachers

Author: Christine Yvonne Mason

Publisher: Council Exceptional Children

ISBN:

Page: 84

View: 991

Effective Teacher Induction and Mentoring

by Michael Strong

In their second year with the BEST program , new teachers in most content areas
must complete a content - specific portfolio designed to assess their pedagogical
knowledge and skills . Each portfolio should include ( integrated around a unit ) ...

Effective Teacher Induction and Mentoring

Author: Michael Strong

Publisher:

ISBN:

Page: 152

View: 337

Offers the comprehensive review of research on the effectiveness of mentoring and induction support for teachers. This book provides a revealing analysis of teacher induction programs and their consequences for education, teacher quality, teacher effectiveness, and teacher development. It synthesizes the relevant research.