Author: Brett M. James
Publisher:
ISBN:
Category :
Languages : en
Pages : 85
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Book Description
This quantitative study examined the overall satisfaction of novice teachers within the first year of teaching by providing guidance through a veteran or more experienced teacher who served as a mentor. Study findings offered educators an awareness of teacher mentor program efficacy in a rural Southern United States school district. Through an examination of the state of Georgia's current mentor teacher program and prior analyses of this policy, this study provided information on current practices common throughout Georgia and other states. A portion of this study focused on the dilemma of teacher attrition and current state and national statistics. With a significant portion of school system funds being lost each year due to the loss of novice teachers, it was determined professional development programs needed to be re-evaluated to increase retention. Additionally, teacher satisfaction and long-term commitment were not positively or negatively impacted by participation in a formal mentoring program.
Author: Hal Portner
Publisher: Corwin Press
ISBN: 1452280649
Category : Education
Languages : en
Pages : 169
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Book Description
"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide." —Priscilla Miller, Director Center for Teacher Education & Research, Westfield State College A comprehensive guide for developing successful mentors! Quality mentoring can provide the support and guidance critical to an educator′s first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include: Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners Classroom observation methods and competency instruments Tools to assess preferred learning styles Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.
Author: Vonda Kim Scipio
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Induction and mentoring programs are being implemented throughout the nation by school districts as intensive professional development for new teachers. These programs are designed to accelerate the development of novice teachers as a strategy to improve the academic achievement of preschool to 12th-grade students. In an effort to assess the relative importance of school-level factors that might further such teachers' growth, the purpose of this study was to investigate the perceptions of three cohorts of mentored teachers with respect to five working conditions: (a) colleagues' contributions to new teachers' professional growth; (b) principal support of new teachers' professional growth; (c) adequate classroom space; (d) sufficient materials and supplies; and (e) collaboration with veteran teachers. This study was also designed to determine if there were differences in new teachers' perceptions by characteristics such as the number of years they had been teaching, the length of time these new teachers worked with their mentors, and these new teachers' level of education. This secondary analysis uses data previously collected from 169 mentored teachers who had been teaching between 1 and 3 years at the time of the original study and taught at 34 different schools within districts that serve a largely African American student population. The new teachers in the original study participated in a collaborative (i.e., school district and university) induction and mentoring program over a three-year period. These teachers completed an anonymous survey related to induction that was developed and administered by the New Teacher Center. The data used for secondary analysis in this study were derived from three successive administrations of this survey. Through various nonparametric statistical procedurres, findings indicated that new teachers rated items pertaining to their school's "social context" (i.e., colleagues' contributions to their professional growth, collaboration with veteran teachers, support of principals) highest. Conversely, the more "material" conditions of the school (i.e. adequacy of their classrooms, sufficiency of materials and supplies for instruction) were consistently rated lowest.
Author: Carol Pelletier Radford
Publisher: Corwin Press
ISBN: 1506345107
Category : Education
Languages : en
Pages : 313
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Book Description
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!
Author: Benjamin Kutsyuruba
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 368
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Book Description
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings. ENDORSEMENTS: "Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors’ support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work." — Carol A. Mullen, Virginia Tech "Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals." — Andrew J. Hobson, University of Brighton, UK
Author: Linda J. Searby
Publisher: IAP
ISBN: 1681233002
Category : Education
Languages : en
Pages : 348
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Book Description
Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO
Author: Jennifer Lee Vaughan
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 104
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Book Description
Abstract Supporting and retaining new teachers is an ever-growing challenge faced by school districts across the nation (Anhorn, 2008; Ingersoll & Strong, 2011; Lieberman, Saxl, & Miles, 1988; Lorti, 1975). One way that many schools approach this opportunity to support new teachers is through teacher mentoring programs (Goldrick, 2016; Gray & Gray, 1985; Moody, 2009; Strong & Baron, 2004). As school leaders implement mentoring programs, it is important to know whether the programs are meeting their stated goals (Stufflebeam & Shinkfield, 2007). The purpose of this program evaluation was to look at the perceived influence of a teacher mentoring program upon novice educators within a single hard-to-staff school in an urban neighborhood within a school district in Virginia. Specifically, 10 novice educators were interviewed regarding the influence of the various components and activities of a mentoring program upon their teacher self-efficacy as well as upon their plans for continuing to teach within that school. Interview data revealed teachers felt supported by mentors but the changes in practice and in their own self-efficacy occurred when they observed peers who successfully managed classroom discipline or when they applied strategies learned through induction programs. Interviews also revealed that a mentoring program had little impact upon new teachers’ decisions to remain at a particular school or in a specific school district. Recommendations include ensuring that all new educators—including late hires—receive a mentor, strongly recommending opportunities for peer observations, targeting hard to staff school mentors with coaching and additional training, and providing earlier and more varieties of training opportunities for new teachers in classroom management.
Author: Michael Fullan
Publisher:
ISBN: 9780807735541
Category : Education
Languages : en
Pages : 114
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Book Description
In addition to its outstanding analysis of "total teachers" and school culture, this book provides action guidelines for teachers and for principals that are filled with insight that will help school educators take responsibility for reform.
Author: Susan Myers
Publisher: Springer Science & Business Media
ISBN: 9460918700
Category : Education
Languages : en
Pages : 267
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Book Description
This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.
Author: Anne L. Hafner
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 60
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Book Description
