Mentoring as Collaboration : Lessons from the Field for Classroom, School, and District Leaders

by Mary Ann Blank

• ISBN13: 9781412962766
• ISBN10: 1412962765
• Format: Hardcover
• Copyright: 2008-07-08
• Publisher: Corwin Pr

Summary

"This is the book for administrators who want to retain their novice teachers and strengthen their pedagogical abilities to ensure student success. Blank and Kershaw provide the complete guide to planning, initiating, managing, and solving the dilemmas associated with mentoring." -Dave F. Brown, Coauthor, What Every Middle School Teacher Should Know"Blank and Kershaw have put together a handbook that should be on the desktop of anyone managing an induction program, preparing mentors, or serving in a mentoring role themselves." -Kenneth R. Howey, Research Professor University of CincinnatiTransform intermittent one-on-one teacher mentoring into systematic, school-based new teacher support!High-quality mentoring can have a direct, positive impact on instructional and student success when school-based teams of administrators and teacher leaders work together to promote shared ownership for new teacher success.Mentoring as Collaboration shows school and district leaders how to develop a collaborative, team-based mentoring program that helps retain new teachers, improve student achievement, and boost school performance. Mary Ann Blank and Cheryl A. Kershaw present a practical, field-tested model that clearly defines roles, expectations, and experiences for new teachers, mentors, and school leaders and builds on the research on effective teaching, leadership, and organizational development. Administrators and teacher leaders in any school or district can use this comprehensive how-to guide to: Develop, assess, and sustain mentoring programs Attract and retain talented teachers Develop teacher leaders Create energized learning communitiesWith step-by-step guidelines and real-world scenarios, this resource provides all the structures, policies, and practices that school and district leaders need to establish a systematic mentoring program to help beginning teachers develop confidence, competence, and professional skills.

Table of Contents

List of Reproducible Figures

List of Figures and Tables

Foreword

Preface: Why We Wrote This Book, and Why Educational Leaders in Classrooms, Schools, and Districts Need It!

Acknowledgments

About the Authors

Mentoring: Putting the Research Into Practice

Introduction

Getting Started: Teacher Mentor Program Components Self-Assessment

Designing or Strengthening Your Teacher Mentoring Program

How to Promote a Schoolwide Commitment

How to Build on Common Goals

How to Coordinate Your Program With a Mentor Core Team (MCT)

How to Define Roles for MCT Members

How to Select Mentors and Assignments

How to Ensure New Teachers' Commitment to Mentoring

How to Coordinate Support to New Teachers

How to Promote Professional Learning and Schoolwide Collaboration

How to Provide Time, Resources, and Support to Mentors

Implementing Your Mentoring Program

How to Develop a High-Performing MCT

How to Identify & Address the Professional Development Needs of Mentors

How to Identify & Address New Teacher Needs

How to Meet New Teachers' Social, Emotional, and Professional Needs: Mentor Strategies

How to Coach New Teachers for Instructional Effectiveness: Coaching Strategies

How to Ensure Your Mentor Program Is Achieving Desired Results

Assessing the Impact of Your Mentor Program

How to Collect Meaningful Data on an Annual Basis

How to Use Data for Program Improvement

How to Address Challenges and Celebrate Success

Growing and Sustaining Your Mentor Program: Mentoring at a Higher Level Resources

References

Index

Table of Contents provided by Publisher. All Rights Reserved.