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Mentoring as Collaboration

Lessons From the Field for Classroom, School, and District Leaders
By: Mary Ann Blank, Cheryl A. Kershaw

Foreword by Robert Eaker

Transform intermittent one-on-one teacher mentoring into systematic, school-based new teacher support!

This book 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. The authors present a practical, field-tested model that clearly defines roles, expectations, and experiences for new teachers, mentors, and school leaders. Administrators and teacher leaders in any 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 communities
  • Cultivate shared ownership for new teacher success

Full description


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Product Details
  • Grade Level: PreK-6
  • ISBN: 9781412962773
  • Published By: Corwin
  • Year: 2008
  • Page Count: 200
  • Publication date: September 04, 2008

Price: $40.95

Price: $40.95
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Description

Description

"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 Cincinnati

Transform 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 communities

With 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.


Key features

  • The Teacher Mentor and Induction Program provides a data-driven model that raises the bar for teaching and learning by helping schools to attract and retain talented teachers, including mid-career changers and alternatively certified teachers.
  • Classroom, school, and district leaders leaders will find a treasury of resource materials, from which they can pick and choose, to help them establish, improve, or assess their teacher mentor program. 
  • Included are real-world scenarios to assist schools and districts in tailoring the program to their unique contexts.
  • This collaborative model is not a utopian vision, but a successful university/K-12 partnership that has been tested and refined for over a decade.
Author(s)

Author(s)

Mary Ann Blank photo

Mary Ann Blank

Mary Ann Blank has spent most of her professional life as a teacher educator at The University of Tennessee, Knoxville, and as an educational consultant to numerous school systems in Tennessee and other states. Her current work is providing leadership, professional development, and assistance to schools and school systems in the areas of curriculum and instruction, teacher evaluation, and school improvement. At UT, she teaches courses in instructional theory and design, curriculum development, and analysis of professional practice. She is the clinical professor supervising and instructing teaching interns at Alcoa Elementary Professional Development School. She is collaborating with Cheryl Kershaw and others on a Title II teacher quality grant, focusing her work primarily on enhancing the practice of outstanding teachers in many of Knox County's inner-city schools. She is also a Dimensions of Learning trainer and works with educators in Loudon County Schools on systemwide implementation of this interactive and differentiated model of planning and instruction. Another of her responsibilities is as a developer and copresenter with Kershaw on Mentoring for the Tennessee Academy for School Leaders.

In the past, Blank has presented at national meetings of the American Educational Research Association (AERA), the Association of Supervision and Curriculum Development (ASCD), and others professional organizations. She has written a number of published articles and is a coauthor of several texts.

Cheryl A. Kershaw photo

Cheryl A. Kershaw

Carol Kershaw has served as director of University of Tennessee’s Urban Impact initiative, which was funded through a federal grant seeking to improve teacher quality. She previously taught English and remedial reading at Fulton High School for nine years.

A graduate of Bearden High School, Kershaw earned a doctorate in curriculum and a master's degree in curriculum and instruction from the University of Tennessee. She earned a bachelor's in English education from Arizona State University.
Table of Contents

Table of Contents

List of Reproducible Figures


List of Figures and Tables


Foreword by Robert Eaker


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


Acknowledgments


About the Authors


Part I. Mentoring: Putting the Research Into Practice


1. Introduction

2. Getting Started: Teacher Mentor Program Components Self-Assessment

Part II. Designing or Strengthening Your Teacher Mentoring Program

3. How to Promote a Schoolwide Commitment

4. How to Build on Common Goals

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

6. How to Define Roles for MCT Members

7. How to Select Mentors and Assignments

8. How to Ensure New Teachers' Commitment to Mentoring

9. How to Coordinate Support to New Teachers

10. How to Promote Professional Learning and Schoolwide Collaboration

11. How to Provide Time, Resources, and Support to Mentors

Part III. Implementing Your Mentoring Program


12. How to Develop a High-Performing MCT

13. How to Identify & Address the Professional Development Needs of Mentors

14. How to Identify & Address New Teacher Needs

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

16. How to Coach New Teachers for Instructional Effectiveness: Coaching Strategies

17. How to Ensure Your Mentor Program Is Achieving Desired Results

Part IV. Assessing the Impact of Your Mentor Program


18. How to Collect Meaningful Data on an Annual Basis

19. How to Use Data for Program Improvement

20. How to Address Challenges and Celebrate Success

Part V. Growing and Sustaining Your Mentor Program: Mentoring at a Higher Level


Resources


References


Index


Reviews

Reviews

Price: $40.95
Volume Discounts applied in Shopping Cart

Review Copies

This book is not available as a review copy.