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Comprehensive Mentoring Programs for New Teachers

Models of Induction and Support

Second Edition
By: Susan Villani

Foreword by Charlotte Danielson

Establish a quality comprehensive mentoring program and improve teacher retention rates!

Based on field research and the author's professional experience, this updated edition of Mentoring Programs for New Teachers outlines mentors' roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find:

Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level
A list of 5 factors to consider when developing a comprehensive mentoring initiative
A rubric based on seven components of comprehensive mentoring programs
New material for supporting special education, math, and science teachers
Resources to use in program development or revision

Full description

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Product Details

Grade Level: K-12
ISBN: 9781412966139
Published By: Corwin
Year: 2009
Page Count: 240
Publication date: November 23, 2012

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This book is not available as a review copy.

Description

"The author has done an excellent job of highlighting the key aspects of a comprehensive induction program and offers rich examples across urban, rural, and suburban setting. Anyone interested in developing induction programs that both support and accelerate beginning teacher development should read this book.
—Ellen Moir, Executive Director
New Teacher Center, University of California, Santa Cruz

"State level policy makers can take a positive step forward by providing every district and school leader with a copy of this book. Expertly organized and written, Villani's work provides answers to school leaders' key questions regarding establishing a comprehensive induction/mentoring program. Readers will keep the book within reach as a most valued resource."
—Stephanie Hirsch, Executive Director
National Staff Development Council

"A significant addition to the literature on mentoring in the education profession. This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice."
—Gail Connelly, Executive Director
National Association of Elementary School Principals

"Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, this book addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Villani's framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers."
—Mary Forte Hayes, Executive Director
Massachusetts Association for Supervision and Curriculum Development

Establish a quality comprehensive mentoring program and improve teacher retention rates!

This updated edition of Mentoring Programs for New Teachers outlines mentors' roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find:

Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level
A list of 5 factors to consider when developing a comprehensive mentoring initiative
A rubric based on seven components of comprehensive mentoring programs
New material for supporting special education, math, and science teachers
Resources to use in program development or revision

Key features

NEW Offers appendices of resources to use in program development or revision
Seven programs from the first edition have been updated; 11 programs are NEW to this edition
Includes programs for meeting the needs of new special education and math/science teachers
NEW A rubric in Chapter 9 on seven components of comprehensive mentoring programs for readers to use in assessing their own settings and thinking more about which aspects of their program they would like to enhance or develop

Author(s)

Susan Villani

Susan Villani has been training teachers and administrators to become more effective instructors and leaders for over 30 years.

A member of WestEd's Learning Innovations, Villani specializes in consulting and professional development in the area of mentoring and induction programs for new teachers and principals, and collaborative coaching training for math and literacy coaches, as well as mentors. Villani has worked with thousands of new and experienced teachers and administrators who have reported improvement in their practice and heightened job satisfaction, resulting in improved academic performance of tens of thousands of students.

Villani chaired the Teacher Quality Initiative of the New York Comprehensive Center. Also, as coordinator for Project ACROSS (Alternative Certification Route with On-going Support Systems), Villani has worked with over 100 New Hampshire teachers seeking alternative certification and with their mentors. She also worked with district educators through two technology support teacher centers that enhance teacher effectiveness for New Hampshire teachers. Villani consulted with and provided professional development for Maine educators to design and implement a statewide new-teacher mentoring program linked to the new Maine Teaching Standards. In collaboration with the New York State Association of Supervision and Curriculum Development, she helped districts and other service providers meet the new state law requiring mentoring programs for new teachers. Such work helps increase teacher retention and quality.

Villani also works with school principals and district administrators throughout the East Coast to help them enrich their practice and heighten their effectiveness with faculty and staff. Embedded in all of Villani’s work is a commitment to help all educators be culturally proficient, thereby being sensitive to and addressing the needs of all students and their families, as well as school and consulting staff.

Villani is the author of Are You Sure You're the Principal? Guiding New and Aspiring Leaders, and Mentoring and Induction Programs That Support New Principals. In 2007, Villani coauthored, with Kathy Dunne, Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning and the accompanying facilitation and training guide. Villani frequently presents at national and regional conferences.

Prior to joining WestEd in 2000, Villani was a school principal for 21 years and served as an adjunct faculty member at Lesley University for more than 10 years. She received a BA in business administration from Harpur College of Arts and Sciences, S.U.N.Y. at Binghamton, an MEd in elementary education from Tufts University, and an EdD in educational administration from Northeastern University.

Table of Contents

Foreword by Charlotte Danielson

Preface

Part I. Supporting New Teachers to Accelerate Their Effectiveness and Keep Them in the Profession

1. Addressing the Needs of New Teachers and Supporting Their Learning

Major Causes of the Shortage of Teachers

Impact of High Teacher Turnover on Students

Financial Cost of High Teacher Turnover

Induction and Mentoring Programs Improve Teacher Retention

Defining Induction, Mentoring, and Comprehensive Mentoring Programs

The Needs of New Teachers

Five Phases Experienced by First-Year Teachers

2. A Closer Look at Mentoring

Mentors: Supporters, Guides, and Sometimes Reformers

The Mentor’s Role

Ways Mentors Support New Teachers

Mentor Preparation

Stages of Mentor Growth

Professional Development That Addresses the Varied Needs of New Teachers

Benefits of Comprehensive Mentoring Programs to the Entire School Community

3. Factors to Consider While Thinking About Program Development

Goals

Funding

Roles of Shareholders

Mentors

Principals

School Staff

Coordinators/Steering Committee

Collaboration Inside and Outside

New Teacher Evaluation and Confidentiality

Part II. Charts of Program Highlights, Commentary, and Program Descriptions

4. District Programs

Glendale, AZ

Oconee, GA

Muscatine, IA

Dover-Sherborn, MA

Vicksburg Community Schools, MI

Saint Paul, MN

Rochester City, NY

Columbus, OH

5. State Programs

California - BTSA- Stockton Unified School District

Connecticut - BEST- North Haven High School

State of New Jersey

6. Regional or National Efforts to Specifically Support New Mathematics and Science Teachers

EDC

eMSS

NNECN

7. District and University Programs That Support New Special Education Teachers

Fairfax County - Great Beginnings

Special School District, St. Louis

University of Hawaii

8. Collaboration Between Three Institutions to Support New Teachers

Georgia State and NCTAF

Part III. Now What?

9. Developing a Comprehensive Mentoring Program

Appendices

Bibliography

Index

Reviews

“This book provides various models of comprehensive programs implemented in school districts around the country. It confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice. This book is a significant addition to the literature on mentoring in the education profession.”

Gail Connelly, Executive Director
National Association of Elementary School Principals

“Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, Villani also addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Following Villani’s framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers.”

Mary Forte Hayes, Executive Director
Massachusetts Association for Supervision and Curriculum Development

"Susan Villani has done an excellent job of highlighting the key aspects of a comprehensive induction program. We spend billions of dollars on recruitment and then offer new teachers a sink-or-swim experience. Villani makes a convincing case for comprehensive induction programs and offers rich examples across urban, rural, and suburban settings. This is a practical guide that offers a solid background on the latest research findings. The nation's new teachers deserve the best instructional programs to accelerate their development."

Ellen Moir, Executive Director
New Teacher Center at the University of California, Santa Cruz

"State-level policy makers can take a positive step forward by providing every district and school principal with a copy of this expertly organized and well-written book. Educators will find answers to most of their key questions regarding establishing an induction and mentoring program."

Stephanie Hirsh, Executive Director
National Staff Development Council

Other Titles in: Mentoring | Teacher Induction | Staff Supervision / Evaluation / Retention

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Review Copies

This book is not available as a review copy.