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Leading the Teacher Induction and Mentoring Program

Second Edition
By: Barry W. Sweeny

Develop a high-impact training and mentoring program that strengthens teacher and student performance!

The author provides educational leaders with an effective, proven model for developing and implementing programs that result in highly qualified teachers. Extensively updated, the text offers practical strategies that promote growth for mentors and novice teachers alike and support school improvement and professional development initiatives. This comprehensive resource:

Presents step-by-step directions for each part of the program development and implementation process
Links the program to districtwide goals for improved teaching practice and increased student achievement
Provides practical guidance for avoiding pitfalls and increasing program effectiveness
Includes sample schedules, templates, and reproducible forms

Full description

Product Details

Grade Level: K-12
ISBN: 9781412944618
Published By: Corwin
Year: 2007
Page Count: 296
Publication date: August 01, 2007

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

"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 Mentoring New Teachers

"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

Develop a high-impact training and mentoring program that strengthens teacher and student performance!

While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. In Leading the Teacher Induction and Mentoring Program, Second Edition, Barry W. Sweeny provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers.

A nationally known mentoring expert, the author offers comprehensive guidance and a wealth of practical strategies that allow leaders to support mentors and novice teachers and to promote school improvement and professional development initiatives. Extensively revised to include the latest research, this second edition:

Presents step-by-step directions for each part of the program development and implementation process
Links induction and mentoring to districtwide goals for improved teaching practice and increased student achievement
Includes sample schedules, templates, and reproducible forms
Provides solid recommendations for avoiding pitfalls and increasing program effectiveness

Ideal for principals, district administrators, teacher trainers, and mentor leaders, this resource offers essential tools for designing and implementing a new induction and mentoring program or improving an existing one.

Key features

Packed with step-by-step directions for each part of the program development and implementation process
Continually links induction and mentoring to district-wide goals for improved teaching practice and increased student achievement
Offers an effective, proven model for mentor training
Includes schedules, templates, and reproducible forms
Provides practical guidance for avoiding pitfalls and increasing program effectiveness

Author(s)

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 and governmental agencies, and businesses. His “High Impact” model of induction and mentoring is used all over the world for accomplishing the goals of supporting and guiding new teachers into the profession AND for creating programs that help districts accomplish their strategic initiatives. Barry is also known for his role in founding the ASCD Mentoring Leadership and Resource Network and is a Director Emeritus of the International Mentoring Association. In addition, Barry has worked in school improvement, peer coaching, staff development, and performance-based teaching, learning, and assessment. Previously, he was an award-winning classroom teacher for 22 years, a district staff developer and mentor program coordinator, and a program development manager at two regional offices of education.

Table of 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

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

Reviews

“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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