‘The material is useful not only for beginners just starting to look at mentoring, but also for those with years of experience. It is one of the best books I′ve read on the topic.’
Carole Cooper, Director of Academic Accountability
St. Charles Community Unit School District, IL
‘Ensuring that our newest colleagues are properly inducted and supported must be a top priority for all educators. Teacher Mentoring and Induction is a wonderful resource for those who care about the future of the teaching profession.’
Terry Dozier, Director, Center for Teacher Leadership
Virginia Commonwealth University
‘The implications for the field are presented in a user-friendly manner. The examples of induction and mentoring programs are very thoughtfully examined to provide readers with multiple ways to approach and reach success in planning and implementing programs in their local setting.’
Theresa Rouse, Assessment & Program Evaluation Coordinator
Monterey County Office of Education, CA
Drastically reduce attrition rates and rapidly transform new teachers into experienced professionals!
One out of every two new teachers will quit teaching within five years; however, studies show that comprehensive induction programs can slash attrition rates in half and dramatically accelerate the professional development of new teachers.
Teacher Mentoring and Induction combines an overview of the current state of induction and mentoring with cutting-edge strategies for developing a new program or improving an existing one. In this extraordinary resource, the top names in this field examine how various mentoring and induction programs are developed, identifying areas of effectiveness to determine how successful programs can be replicated.
Contributors include:
- Tom Ganser
- Mark Bower
- Harry K. Wong
- Ellen Moir
- Hal Portner
- Jean Casey & Ann Claunch
- James Rowley
- Barry Sweeny
- Bruce Wellman & Laura Lipton
- Susan Villani
- Janice Hall
- Ted Britton & Lynn Paine
- Dennis Sparks
विषयसूची
Preface
Acknowledgments
About the Editor
About the Contributors
Introduction
Part I: Developing and Designing Mentoring and Induction Programs
1. Learning From the Past–Building for the Future – Tom Ganser
2. Developing a District′s Mentoring Plan: From Vision to Reality – Mark Bower
3. New Teacher Induction: The Foundation for Comprehensive, Coherent, and Sustained Professional Development – Harry K. Wong
4. Launching the Next Generation of Teachers: The New Teacher Center′s Model for Quality Induction and Mentoring – Ellen Moir
5. Embedding Induction and Mentoring Into the School′s Culture – Hal Portner
6. The Stages of Mentor Development – Jean Casey and Ann Claunch
7. Mentor Teachers as Instructional Coaches – James Rowley
8. Mentoring: A Matter of Time and Timing – Barry Sweeny
9. Cultivating Learning Focused Relationships Between Mentor Pairs – Bruce Wellman and Laura Lipton
Part III: Connecting Mentoring and Induction to Broader Issues
10. Mentoring Promotes Teacher Leadership – Susan Villani
11. Promoting Quality Programs Through State-School Relationships – Janice Hall
12. Applying Ideas From Other Countries – Ted Britton and Lynn Paine
Afterword: The Gift That One Generation Gives the Next – Dennis Sparks
Index
लेखक के बारे में
Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education’s Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Hal developed and teaches for Western New England University a 3 credit MEd in Curriculum and Instruction online core course in Mentoring, Coaching, and professional development.Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Protégés (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) – all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education administration from the University of Connecticut. For three years, he was with the University of Massachusetts Ed D Educational Leadership Program.
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