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

© 2008 | 296 pages | Corwin

"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.

 
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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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



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