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Leading the Teacher Induction and Mentoring Program.
"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 ins...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2007.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939262862 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2007 xx o 000 0 eng d | ||
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| 020 | |a 9781412944618 | ||
| 020 | |a 1412944619 | ||
| 029 | 1 | |a AU@ |b 000062375020 | |
| 035 | |a (OCoLC)939262862 | ||
| 043 | |a n-us--- | ||
| 050 | 4 | |a LB1731.4 |b .S88 2008 | |
| 082 | 0 | 4 | |a 371.102 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Sweeny, Barry W. | |
| 245 | 1 | 0 | |a Leading the Teacher Induction and Mentoring Program. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2007. | ||
| 300 | |a 1 online resource (297 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a "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." | ||
| 505 | 0 | |a Cover -- Contents -- 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 -- Chapter 1 -- Getting off to the Right Start -- Differences Make All the Difference -- Critical Distinctions -- Effective at What? Treat Individuals Individually -- What Recent Research Says Happens in Mentoring -- Using a Model of Teacher Development to Guide Program and Practice -- The Concerns-Based Adoption Model (CBAM) -- The Concept for Each CBAM Stage of Concern -- Assessing and Using Data on New Teacher Needs -- The Needs Assessment Process -- Three Concepts Essential for Program Success -- The Big Picture: The High Impact Program Components -- Are all of These Program Pieces Really Needed? -- Chapter 2 -- The Program Design Process -- Design from the Destination -- Start with the Students -- Defining the Kind of Teaching Needed to Increase Student Success -- Defining the Kind of Mentoring Needed for Teacher and Student Success -- Defining a Training to Increase Mentor, Teacher, and Student Success -- Leadership and Program Structures to Increase Mentor, Teacher, and Student Success -- The Sequence for Creating a Successful Program -- The First Step: Establish a Program Leadership Group -- The Next Step: Identify a Program Coordinator -- Roles of the Program Coordinator -- Deciding the Sequence for Implementing Program Components -- Approaches to Implementing the Program -- What if You Already Have a Program Started? -- Use the CBAM to Guide Implementation Decisions -- Defining Program Purposes, Goals, and Objectives -- Developing Components That Address Program Goals -- Do You Need a Single- or Multiple-Year Program? -- A Summary. | |
| 505 | 8 | |a Chapter 3 -- Induction Structures for Effective New Teacher Development -- Components of a High Impact Induction Program -- The Evolving Picture of Your Protégés -- Using the CBAM to Design Induction -- Designing an Effective Initial Orientation -- Best Practices That Address Beginning Teacher Needs -- Using "Words from the Wise" at Novice Teacher Orientation -- A Second-Year Teacher Panel -- Two Ideas for a Mentor Panel -- Developmentally Appropriate Orientation and Mentoring -- Some Alternative Orientation and Mentoring Models -- Protégé Training -- Protégé Observations of Expert Practitioners -- Protégé Peer Support -- Protégé Reflective Practice and the Professional Standards -- Use of Professional Development Goals and Plans -- The Professional Development Portfolio -- The Mentor in the Middle -- The Mentoring Bridge -- Working Toward the Ideal Induction Program Model -- Chapter 4 -- Providing the Time for Effective Mentoring -- Full- or Part-Time Mentoring? -- Finding and Making Time for Mentoring -- Find Time "Pieces" by Thinking Creatively -- The Commitment to Effectiveness in Induction and Mentoring -- Monitoring Mentoring Time -- Chapter 5 -- Designing Components of a High Impact Mentoring Program -- Defining Roles and Tasks of Participants -- What to Do with the List of Characteristics of Effective Mentors -- Roles and Tasks of the Ideal Mentor -- Matching Assistance to Protégé Needs -- Roles and Tasks of Protégés -- Roles and Tasks of Site Administrators -- How Administrators should Support Mentors -- Mentor Recruitment -- Mentor Selection and Mentor-Protégé Matching -- How Does a Balanced Selection and Matching Process Work? -- Making the Decision about Assigning Mentors to the Mentor "Pool" -- Matching of Mentors and Protégés -- Dealing with a Mentor-Protégé Mismatch -- Mentor Support after Training. | |
| 505 | 8 | |a Mentoring of Mentors: Program Leader Support of Individual Mentors -- Mentor Incentives and Recognition -- Chapter 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? -- Detailed Training Activities and Directions -- Possible Elements to Add to the Mentor Training Model -- Resources for the Mentor Training -- What Follow-up Support is Needed to Ensure Mentor Implementation of Training? -- Chapter 7 -- Evaluating, Improving, and Sustaining the Program -- Using the Research Showing Induction's Impact on Results -- The Effects of Not Supporting Beginning Teachers -- The Evidence That Induction Improves the Teaching of Beginners -- Evidence for Induction and Student Learning Improvement -- Basic Evaluation Knowledge -- Designing an Evaluation Process and Plan -- Demonstrating Compelling Return on Investment from Induction -- Research on Return on Investment for Induction and Mentoring -- Other Strategies for Supporting and Sustaining the Program -- A Last Word -- Resources -- I. Internet and 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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