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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 |
Tabla de Contenidos:
- 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.
- 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.
- 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.