Download or read book Administrator s Perceptions of Mentoring Programs for New Assistant Principals written by Takila M. Curry and published by . This book was released on 2009 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assistant principal mentoring programs also have barriers. Limited exposure, time constraints, and lack of support beyond the program were all considered barriers to the effectiveness of assistant principal mentoring. It was suggested that assistant principal mentoring is beneficial to assistant principal participants but the barriers must be addressed to enhance the program.

Download or read book Principals Perceptions of Mentoring in Montana s AA A and B High Schools written by Godfrey Eugene Saunders and published by . This book was released on 2008 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring programs have become a popular source of training and professional development for high school principals over the past few years (Darish, 2001). However, there is little research which investigates the types of mentoring support these programs provide and the effectiveness of this support (SREB, 2007). This mixed methods study was undertaken to determine the frequency of mentoring support that high school and assistant principals in Montana's AA, A and B schools experienced during their beginning years as building administrations. In addition, this study also investigated principals' perceptions of the main sources of mentoring support and to describe the support strategies that principals used in the absence of mentoring. One hundred and twenty-two high school principals and assistant principals were sent the School Administration and Leaderships Skills Inventory (SALSS) (Stout, 2001) and asked to rate their perceptions of mentoring support during their novice years as building administrators. Results from this research found that when averaged across the ISLLC Leadership Skill domains, 95% of lead principals and assistant principals indicated that mentoring support would have been beneficial during their induction years as building administrators. Follow-up interviews were conducted with five principals were to more fully understand the sources of administrative support that were available to the support strategies that they used in the absence of mentoring. Results from semistructured interviews identified, "Supportive Peer Administrators", "Personality Traits", "Self-Development" and "Experience" as themes that described principals' sources of administrative support. "Creating Supportive Relationships", "Reflection", and "Supportive Peer Administrators" were the themes that principals collectively used to describe the support strategies they used in the absence of formal or informal mentoring. Results from this study suggest that there is a lack of mentoring support networks novice high school principals practicing in the state of Montana. Findings from this research suggest that Montana's school districts and the university principal preparation programs need to make a concerted effort to establish formal mentoring programs for new school administrators. It is recommended that these organizations work collaboratively to mentoring support networks for novice principals and to use the findings from this study to guide those efforts.

Download or read book Alone in the Hot Seat Mentoring Assistant Principals written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring is a useful tool in the induction of any new professional. However there has been only limited research in the mentoring of new principals or assistant principals, and few school districts have induction or mentoring programs for novice assistant principals. This study examines one aspect of a mentoring program for new assistant principals in a large southeastern school district. It is an intrinsic case study of novice assistant principals' perceptions of the mentoring relationship and its formation. Data was collected through focus groups of mentors and novices, observations of assistant principal mentors meeting with novice assistant principals, and interviews with a sample of novices and mentors. Following data collection, findings were cross-validated with a survey of the larger cohort of novice assistant principals (n=32). Findings affirm earlier research with principals (NAESP, 2003; Playko, 1990). Novice assistant principals described the mentoring relationship as 'helpful' and 'supportive, ' however they stated that time and proximity were barriers to the formation of a 'close, personal relationship.' Some novices sought out mentors in their own buildings and tapped cohorts from their Masters in School Administration programs for support. Future research is suggested in the development of the mentoring relationship, to examine both the mechanics of the process and the interpersonal skills necessary to create and sustain a positive mentoring relationship. Though there are no claims of generalizability from this intrinsic case study it appears that the perceptions of novice assistant principals share common characteristics with the perceptions of principals that mentoring is a benefit during the induction of new administrators. Given the future need for instructional leaders for our schools and the rapid succession of many assistant principals into the principalship, school districts are encouraged to consider the modest investment necessary to implem.

Download or read book Finding One s Way written by Gary M. Crow and published by Corwin. This book was released on 1998 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since new role changes resulting from school reform agendas can place a school administrator at any career stage in uncharted territory, a career-long mentoring approach is recommended. The first chapters of this book introduce the concept of mentoring and the socialization framework consisting of characteristics, stages, methods, and goals. Subsequent chapters discuss mentoring and socialization of administrative interns, assistant principals, new principals and mid-career administrators. The final chapter discusses the organizational planning, selection, training, matching, and evaluation aspects of implementing mentor programs. (Contains 175 references.) (LH)

Download or read book Best Practices in Mentoring for Teacher and Leader Development written by Linda J. Searby and published by IAP. This book was released on 2015-10-01 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO

Download or read book An Administrator s Guide to Better Teacher Mentoring written by William L. Fibkins and published by R&L Education. This book was released on 2011-01-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book address a major gap in the current mentoring programs at the secondary level. Staff development resources are often concentrated on helping new teachers be successful in their early school experience. Yes, a good idea, but a limited vision. Meanwhile many veteran teachers go without the mentoring assistance they need to be effective classroom teachers. While a few become mentors themselves, many veteran teachers just settle, slowly giving up, and become at risk of failure, burnout, and thinking only of retirement. This book is a call to school superintendents, building administrators, department chairs, school board members, union leaders, parent leaders, and teacher educators to address the need to provide ongoing mentoring for all teachers.

Download or read book Perceptions of Administrators Teachers Mentors and Mentored Students on a Mentoring Program and Its Impact on Self esteem Achievement and Attitude written by Deborah Danielle Hunter and published by . This book was released on 1994 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Mentoring Programs for New Teachers written by Susan Villani and published by Corwin Press. This book was released on 2009-06-17 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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

Download or read book Pathways to Excellence written by Anthony H. Normore and published by Emerald Group Publishing. This book was released on 2014-12-05 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume examines how leadership and layers of leaders are developed and cultivated from the classroom to the boardroom. Some of the topics include leadership recruitment and selection processes, retention, coaching and mentoring, placement and continued professional development support for aspiring and practicing leaders.

Download or read book Keeping and Improving Today s School Leaders written by Bruce S. Cooper and published by R&L Education. This book was released on 2011 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keeping and Improving Today's school leaders examines the process of sustaining and retaining quality leaders at the school and district levels. Beginning with a foreword by Michelle D. Young on the importance of administrative leadership in schools, subsequent chapters address the following: six steps of critical organizational supports for leaders; the need for socializing assistant principals into their roles; administrators' perceptions of their administrative teams; school routines and rituals; the need for administrator mentoring of Latino/a leaders; and the relationship between superintendent leadership and principal job satisfaction and efficacy. Concluding with thoughts about retaining and sustaining the best leaders in dynamic environments, the chapters offer contemporary views on retaining and encouraging school administrators throughout the life cycle. The chapters provide needed insight into what should and must be done to develop the best leaders for U.S. schools. --From cover.

Download or read book Mentoring Programs for New Teachers written by Susan Villani and published by Corwin Press. This book was released on 2002 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foreword by Charlotte Danielson All the information administrators and teacher leaders need to get started on the right mentoring model! The value of mentoring programs for teacher training and retention is widely recognized . . . but which program should you choose for your school or LEA′s unique mix of teachers and goals? And how should you begin? Mentoring expert Susan Villani offers a number of ways in which schools, teacher associations, institutions of higher education, educational collaboratives, and state departments of education can support teachers with the right mentoring program at the right time. Topics include: - Inducting new teachers - Continuing professional development programme design - District-funded programmes - Peer Assistance and Review programmes - State-funded programmes - Grant- and alternative-funded programs . . . all presented in a straightforward and accessible style. Mentoring Programs for New Teachers is a great first step in establishing a mentoring program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!

Download or read book Administrative Mentoring Programs written by Norris L. Brown and published by . This book was released on 1995 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book First Year Campus Administrators Perception of the Texas State mandated Mentoring Program written by Micah A. Dyer and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method study was designed to investigate first year campus administrators' perceptions of the effectiveness of the Texas state-mandated principal mentoring program. The study examined campus administrators' perceptions of the effectiveness of the program using a survey instrument adapted from Dr. Norman H. Cohen's (1998), Principles of Adult Mentoring Survey Inventory (PAMI) along with one open-ended research question to gather qualitative responses. Through the use of EXCEL spreadsheet software, the mean and standard deviations were calculated for each question of the survey, and descriptive statistics were used to describe the findings. Survey results show the mandated mentoring program as being "Not Effective" according to the PAMI scoring guide. Results were mixed however from qualitative results with most respondents discussing the benefits of the program. All conclusions, recommendations for improvements, and further research are included in this study.

Download or read book Hit the Floor Running written by Anthony Lee Stewart and published by . This book was released on 2016 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceived Barriers Limiting Ascension to the Principalship written by Charles W. Perkins and published by . This book was released on 2016 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative research study examined the perceptions of current and/or former assistant principals, principals and district leaders as to why certain assistant principals who aim or had aimed to become K-12 public school principals have been unable to achieve the goal of attaining the principalship. Educators who choose to pursue K-12 public school administrative positions often envision themselves becoming principals. However, there are some individuals who have been unable to achieve that goal. This study investigated perceived obstacles to promotion from the assistant principalship to the principalship. The study examined the shared experiences of assistant principals to determine if exposure and experience with certain types of activities and responsibilities better prepare assistant principals for the principalship. The study also explored the concept of being stuck in the role of assistant principal. The findings of the research support that being stuck as an assistant principal is largely a self-imposed barrier, in which assistant principals have found themselves stuck due to their own actions. These actions suggest and include damaged relationships with the principal (which could be caused by actions of the AP and/or the principal); poor decision making; patterns of mistakes made; assistant principals failing to seek additional experiences and opportunities. Although there were two study participants who felt stuck in the role of AP as a result of race and/or gender bias, these two individuals did achieve promotion to the district level, bypassing the principalship. Stuckness is hard to admit; however, the ability to become unstuck is dependent on the individual assistant principal seeking avenues for feedback and forgiveness if they have been involved in previous incidents or mistakes. In addition, school districts bare responsibility for creating opportunities for assistant principal growth and development through mentoring programs, professional development and a willingness to provide authentic feedback and support to assistant principals who seek help in getting unstuck."--Abstract from author supplied metadata.

Download or read book The Role of Mentoring in Developing Professional and Personal Competencies for School Administrators written by Marguerite Verble Shook and published by . This book was released on 2001 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Across the Domains written by Andrea M. Kent and published by IAP. This book was released on 2018-01-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.