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Leading the Teacher Induction and Mentoring Program
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Leading the Teacher Induction and Mentoring Program

Second Edition

Other Titles in:
Mentoring | Teacher Induction

August 2007 | 296 pages | Corwin
Leading the Teacher Induction and Mentoring Program guides educational leaders through the process of developing and sustaining a high-impact teacher induction and mentoring program. This comprehensive resource covers all of the steps of training and supporting both mentors and novice teachers, from assessing staff and organizational needs to program evaluation. The author has widely expanded this second edition, offering in-depth guidance and a broad collection of step-by-step strategies for designing and implementing induction and mentoring programs and ensuring that they support school improvement and professional development initiatives.
 
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 Protégés

 
Using the CBAM to Design Induction

 
Designing an Effective Initial Orientation

 
Protégé Training

 
Protégé Observations of Expert Practitioners

 
Protégé Peer Support

 
Protégé 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 Protégés

 
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 Protégés

 
Dealing With a Mentor-Protégé 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

“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 Workshops That Really Work

"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

"A very practitioner-oriented book that will be useful to leaders, program planners, and mentors in their work with new teachers. This book takes school leaders through the process of creating and sustaining an induction and mentoring program, challenging the reader to think beyond initial, short-term goals to a wider, long-term vision."

Carol A. Bartell, Dean
Charter College of Education, California State University, Los Angeles

"An excellent resource for anyone wishing to develop a model for new teachers aimed at strengthening teacher and student performance. The step-by-step approach will particularly assist those who are trying to set up effective programs from scratch and don't have time to search the Internet for resource material."

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Barry W. Sweeny

Barry W. Sweeny is the president of Best Practice Resources, Inc. an independent educational consulting firm in Wheaton, Illinois. He has been a consultant, facilitator, trainer, and author, as well as a presenter and keynoter at educational conferences. Mr. Sweeny’s specialty is the development of teacher mentoring and induction programs and practices that result in high quality instruction and increased student learning. Barry has trained thousands of mentors and administrators, and helped develop or improve hundreds of programs in school districts, professional associations and collaboratives, universities, regional agencies, community... More About Author

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