Leading the teacher induction and mentoring program

著者

書誌事項

Leading the teacher induction and mentoring program

Barry W. Sweeny

Corwin Press , National Association of Secondary School Prinicipals, c2008

2nd ed

  • : pbk

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注記

Includes bibliographical references (p. 263-266) and index

内容説明・目次

内容説明

"A must-read for anyone interested in ensuring the ongoing effectiveness of teacher induction and mentoring. Sweeny mentors the reader by sharing details from his two decades of developing and leading high-impact mentoring programs. I've improved my own effectiveness by employing these insightful strategies." -Hal Portner, Educational Consultant Author of Mentoring New Teachers "Offers many suggestions and guiding principles for organizing mentoring programs and succinctly addresses many complex issues of program development and interpersonal relationships in mentoring roles. There is so much information in an easy-to-read, direct presentation." -Lori Helman, Professor of Curriculum and Instruction University of Minnesota, Minneapolis Develop a high-impact training and mentoring program that strengthens teacher and student performance! While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. In Leading the Teacher Induction and Mentoring Program, Second Edition, Barry W. Sweeny provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A nationally known mentoring expert, the author offers comprehensive guidance and a wealth of practical strategies that allow leaders to support mentors and novice teachers and to promote school improvement and professional development initiatives. 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 teaching practice and increased student achievement Includes sample schedules, templates, and reproducible forms Provides solid recommendations for avoiding pitfalls and increasing program effectiveness Ideal for principals, district administrators, teacher trainers, and mentor leaders, this resource offers essential tools for designing and implementing a new induction and mentoring program or improving an existing one.

目次

List of Figures Preface Acknowledgments About the Author Introduction Mentoring Questions Leaders Want Answered Defining Mentoring, Induction, and Peer Coaching The Increasing Importance of Mentoring and Induction The Compelling Rationale for Mentoring and Induction 1. Getting Off to the Right Start Differences Make All the Difference Using a Model of Teacher Development to Guide Program and Practice The Concerns-Based Adoption Model (CBAM) Assessing and Using Data on New Teacher Needs Three Concepts Essential for Program Success The Big Picture: The High Impact Program Components 2. The Program Design Process Design From the Destination The First Step: Establish a Program Leadership Group The Next Step: Identify a Program Coordinator Roles of the Mentor Program Coordinator The Sequence for Creating a Successful Program Deciding the Sequence for Implementing Program Components Defining Program Purposes, Goals, and Objectives A Summary 3. Induction Structures for Effective New Teacher Development Components for a High-Impact Induction Program The Evolving Picture of Your Proteges Using the CBAM to Design Induction Designing an Effective Initial Orientation Protege Training Protege Observations of Expert Practitioners Protege Peer Support Protege Reflective Practice and the Professional Standards Use of Professional Development Goals, Plans, and Portfolios The Mentor in the Middle Working Toward the Ideal Induction Program Model 4. Providing the Time for Effective Mentoring Full- or Part-Time Mentoring? Finding and Making Time for Mentoring 5. Designing Components of a High-Impact Mentoring Program Roles and Tasks of the Ideal Mentor Roles and Tasks of Proteges Roles and Tasks of Site Administrators Mentor Recruitment Mentor Selection and Mentor-Protege Matching How Does a Balanced Selection and Matching Process Work? Matching Mentors and Proteges Dealing With a Mentor-Protege MISmatch Mentor Support After Training Mentoring of Mentors: Program Leader Support of Mentors Mentor Incentives and Recognition 6. Designing a High-Impact Mentor Training Who Should Lead Mentor Training? What Are the Themes for High-Impact Mentor Training? What Is the Sequence for Content and Activities in Mentor Training? What Follow Up Support Is Needed to Ensure Mentor Implementation of Training? 7. Evaluating, Improving, and Sustaining the Program The Program Evaluation Learning Agenda Using the Research Showing Induction's Impact on Results Basic Evaluation Knowledge Designing an Evaluation Process and Plan Demonstrating Compelling Return on Investment From Induction Other Strategies for Supporting and Sustaining the Program Resources I. Internet & Organization Resources for Mentoring II. Mentor Training Activity: Practice in Identification of CBAM Stages of Concern III. Mentor Practice Scenarios: Ending Your Conversations References Index

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