Mentoring Programs for New Teachers

'Mentoring Programs for New Teachers' describes different models of mentoring, and gets the reader thinking about professional support and development that will affect hiring, orientation, and teacher effectiveness, as well as staff morale.

Mentoring Programs for New Teachers

Author: Susan Villani

Publisher: Corwin Press

ISBN: 9780761978695

Page: 244

View: 680

'Mentoring Programs for New Teachers' describes different models of mentoring, and gets the reader thinking about professional support and development that will affect hiring, orientation, and teacher effectiveness, as well as staff morale.

Comprehensive Mentoring Programs for New Teachers

This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture ...

Comprehensive Mentoring Programs for New Teachers

Author: Susan Villani

Publisher: Corwin Press

ISBN: 1452272786

Page: 240

View: 623

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

Comprehensive mentoring programs benefit school communities in many ways. 1. Enhanced and accelerated effectiveness of new teachers We would not expect new ...

Comprehensive Mentoring Programs for New Teachers

Author: Susan Villani

Publisher: Corwin Press

ISBN: 9781412966139

Page: 223

View: 609

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

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: 377

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 Teachers

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: 638

Past Present and Future Research on Teacher Induction

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: 500

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.

Mentoring New Special Education Teachers

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: 109

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!

Making Sense of the Zero Effect of Comprehensive Teacher Induction Programs

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: 404

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

This text offers a close examination of the state of principalship and the needs of new principals, as well as a detailed compilation of principal mentoring and induction programs throughout the United States.

Mentoring and Induction Programs That Support New Principals

Author: Susan Villani

Publisher: Corwin Press

ISBN: 0761931465

Page: 298

View: 411

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.

Leading the Teacher Induction and Mentoring Program

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: 637

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.

Mentoring New Teachers Through Collaborative Coaching

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: 455

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.

Mentoring in Action Guiding Sharing and Reflecting With Novice Teachers

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: 369

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!

Mentorship Strategies in Teacher Education

Attitudes of Turkish prospective EFL teachers towards varieties of English. ... Comprehensive mentoring programs for new teachers: Models of ınduction and ...

Mentorship Strategies in Teacher Education

Author: Dikilitas, Kenan

Publisher: IGI Global

ISBN: 1522540512

Page: 347

View: 963

Mentoring in teacher education has been a key issue in ensuring the healthy development of teacher learning. Variety in the actualization of mentoring can lead to the exposition of new qualities and the evolving roles that mentors might undertake. Mentorship Strategies in Teacher Education provides emerging research on international educational mentoring practices and their implementation in teacher education. While highlighting topics such as e-mentoring, preservice teachers, and teacher program evaluation, this publication explores the implementations and implications that inform the existing practices of teacher education mentoring. This book is a vital resource for researchers, educators, and practitioners seeking current research on the understanding and development of existing mentorship strategies in a variety of fields and disciplines.

Teachers Mentoring Teachers

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: 831

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

Mentoring New Teachers

... 2001) Beyond Mentoring: Comprehensive Induction Programs: How to Attract, Support, and Retain New Teachers (2nd ed., Saphier, Freedman, & Aschheim, ...

Mentoring New Teachers

Author: Hal Portner

Publisher: Corwin Press

ISBN: 1452280649

Page: 168

View: 983

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

How Non tenured Novice Public School Teachers Describe Their Experience with Mentoring Programs

Seven major findings arose out of the methodological triangulation of the data from the review of related literature, questionnaire results and interview analysis including: both sit-down talks and the feedback they generate and coaching ...

How Non tenured  Novice Public School Teachers Describe Their Experience with Mentoring Programs

Author:

Publisher:

ISBN:

Page: 932

View: 657

"The focus of this research is to shed light on novice teachers' experience mentoring programs. The primary research concern is how non-tenured, novice public school teachers in their first three years of service describe their experience with mentoring programs. Two secondary questions were addressed: does participation in a mentoring program affect teacher retention? And, what are the factors that contribute to the attrition and retention rates of new teachers? The mentoring experience of novice teachers was analyzed. By employing qualitative methods, both survey and interview, the description of the novice teachers' experience was extrapolated and studied. Grounded theory was used to analyze the data derived from the research and to report the findings of this study. Seven major findings arose out of the methodological triangulation of the data from the review of related literature, questionnaire results and interview analysis including: both sit-down talks and the feedback they generate and coaching novice teachers in writing effective lesson plans that ensure all students access to the learning are important components of a quality mentoring program; teacher observation is a universal phenomenon in the beginning years of teaching but should only be one of multiple components in measuring a teacher's effectiveness; student success and academic achievement is affected by a teacher's involvement in an induction program; a novice teacher's success is positively impacted by participation in a comprehensive induction program; research indicates that mentoring new teachers has a positive effect on teacher retention and finally many factors lead to teacher retention and attrition including preparation, administrative support, working conditions, collegial support and socialization into the school culture, mentoring and induction programs, and salary and compensation." --

Designing Professional Development for Teachers of Science and Mathematics

Mentors in science and mathematics programs are typically teachers with more ... Of new teachers, 30% to 50% leave the profession during their first few ...

Designing Professional Development for Teachers of Science and Mathematics

Author: Susan Loucks-Horsley

Publisher: Corwin Press

ISBN: 1452208298

Page: 424

View: 863

The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning

Empowered Educators in Canada

As a result of the pilot program, a document entitled Mentoring Beginning Teachers ... new teachers working as substitutes who are looking for full-time ...

Empowered Educators in Canada

Author: Carol Campbell

Publisher: John Wiley & Sons

ISBN: 111936969X

Page: 240

View: 304

BEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume. Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling. Operated by the provinces and territories, participation in kindergarten, primary, and secondary education is close to 100% across the nation. In addition to offering traditional academics, secondary education includes opportunities for students to attend technical and vocational programs. To demonstrate exemplary education systems, the authors examine two top-performing jurisdictions, Alberta and Ontario, which have developed strong supports for teacher development. Canadian teachers are highly qualified, and salary scales in all jurisdictions are typically based on a teacher's level of education and years of experience. While Canada has enjoyed much educational success, the education of First Nations students has historically been one of the country's more controversial and contentious issues. Overall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.

Supporting Beginning Teachers

Use this book to better support overwhelmed teachers during their first, critical years: Understand why good teachers quit, the causes of high turnover rates, and how to deal with burnout.

Supporting Beginning Teachers

Author: Tina H Boogren

Publisher:

ISBN: 9781943360635

Page: 120

View: 293

Support and retain your best and brightest new teachers. The second edition of this acclaimed book retains much of what made the original a classic, but now offers the latest research along with new insights, strategies, and best practices. Whether you're a K-12 mentor, coach, or school leader, you will gain evidence-based actions you can take today to successfully guide educators during their initial years in the profession. Use this book to better support overwhelmed teachers during their first, critical years: Understand why good teachers quit, the causes of high turnover rates, and how to deal with burnout. Learn how to create a comprehensive mentoring program, designed to offer career guidance and build new teachers' expertise by targeting their unique needs. Review numerous strategies pertaining to four types of support: (1) physical, (2) institutional, (3) emotional, and (4) instructional. Discover how to foster positive mentor-mentee relationships for beginning teacher support and professional growth. Find reproducible tools, templates, and reflection questions to enhance your understanding. Contents: Introduction Chapter 1: Research and Theory Chapter 2: Designing an Effective Mentoring Program Chapter 3: Providing Physical Support Chapter 4: Providing Institutional Support Chapter 5: Providing Emotional Support Chapter 6: Providing Instructional Support Epilogue Appendix: Reflections of a Beginning Teacher References and Resources Index

Developing Faculty Mentoring Programs

This book includes practical strategies from a wide range of institutions, from community colleges to research universities.

Developing Faculty Mentoring Programs

Author: David Kiel

Publisher:

ISBN: 9781948658089

Page: 584

View: 812

A well-defined mentoring program is essential to faculty productivity and success. As institutions seek increase faculty diversity, adopt increased standards for faculty productivity, and become more aware of the benefits of extending mentoring beyond early-career, it's crucial to bring rigor and definition to your department's mentoring efforts. David Kiel, who worked with faculty leaders to design mentoring programs for all of UNC-Chapel Hill's professional schools and the College of Arts and Sciences, draws on years of research and experience to bring you this uniquely comprehensive handbook. This book includes practical strategies from a wide range of institutions, from community colleges to research universities. This nearly 600-page handbook covers not only what works but how to do it: Get a comprehensive primer for launching or improving mentoring programs for early-career, mid-career, and late-career faculty. And get 200+ pages of worksheets, checklists, templates, and assessments to help you refine your mentoring services. "Mentoring programs for faculty have long proven to be one of the most effective strategies colleges and universities have to promote career development, increase engagement, improve the level of student success, and foster innovative research. In Developing Faculty Mentoring Programs: A Comprehensive Handbook, David Kiel provides an in-depth look at best practices in how to design, develop, and maintain a systematic approach to faculty mentoring and answers every question about how to ensure the effectiveness of these programs. Based on practice experience and exhaustive research, this book is the blueprint that everyone interested in successful faculty mentoring should follow." - Jeffrey L. Buller, Senior Partner, ATLAS Leadership Training "Developing Faculty Mentoring Programs by David Kiel delivers fully on the promise of its sub-title to provide a Comprehensive Handbook on this important and productive practice in supporting the success of academics throughout their careers. This is a welcome addition to the literature on mentoring and will serve both faculty and administrators in their efforts to provide high quality and effective mentoring programs for their colleagues." - Deborah DeZure, Ph.D., Assistant Provost for Faculty and Organizational Development Emerita, Michigan State University