Download or read book Evaluating the Helpfulness of a Teacher mentoring Program written by Eric J. Vogt and published by . This book was released on 2004 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Download or read book Leaving No Teacher Behind written by Anne F. Herrin and published by . This book was released on 2009 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: The U.S. teacher shortage demands strategies to attract and retain novice teachers. The purpose of this mixed methods study was to ascertain the effectiveness of a mentoring program. The primary research question explored whether a difference existed in the perceptions of 160 mentees and mentors from a small, rural county in Florida regarding the importance of and satisfaction with the program components. The primary data sources consisted of a researcher-created survey that measured participants' rating of satisfaction and importance with program components and participant interviews. The MANOVA revealed significant differences in levels of importance with regard to the mentoring activities. Mentors found orientation activities important; whereas mentees found assistance with classroom instruction important. Mentors felt being a model teacher was the most important, and mentees considered having a mentor in the same grade level or subject area as the most important. Analysis of the interview data used an a priori coding system and identified which mentoring activities were vital in the support of mentees. These data corroborated the quantitative findings that when mentors and mentees find the mentoring activities important, the level of satisfaction is also increased. These results showed that a mentor with experience in the same grade level was paramount to the growth of the novice. Improvement in instructional practice occurred when the participants found the activity to be important. When mentors and school administrators work collectively to design a program of support for mentees, they promote social change by improving the quality of teaching for students and revitalize veteran teachers. As the teacher workforce stabilizes and improves the delivery of instruction, communities reap the benefits of a well-educated, prepared citizenry.
Download or read book Effective Teacher Induction and Mentoring written by Michael Strong and published by . This book was released on 2009-01-12 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Larry Cubans How Teachers Taught has been widely acclaimed as a pathbreaking text on the history and evolution of classroom teaching. Now Cuban brings his great experience as a classroom teacher, superintendent, and researcher to this highly anticipated follow-up to his groundbreaking work. Focusing on three diverse school districts (Arlington, Virginia; Denver, Colorado; Oakland, California), Hugging the Middle offers an incisive portrayal of how teachers teach now. It is a revealing look at a range of current, workable pedagogical options educators are using to engage students while satisfying parents and policymakersoptions that succeed by creating hybrid practices that combine both teacher-centered approaches (e.g., mostly direct instruction, textbooks, lectures) with student-centered ones (e.g., team projects on real-world problems, independent learning, small-groupwork). This book serves as a state-of-the-profession assessment in an era of top-down educational policy.
Download or read book Leading the Teacher Induction and Mentoring Program written by Barry W. Sweeny and published by Corwin Press. This book was released on 2007-08-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Use these step-by-step strategies to develop and implement a proven program that links to districtwide goals and results in highly qualified teachers and increased student achievement.
Download or read book Assessment of the Effectiveness of a New Teacher Mentoring Program for an Independent Unit School written by Teresa L. Williams and published by . This book was released on 2004 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research project involved implementation and effectiveness assessment of a new faculty mentoring program designed specifically for a Nashville, TN independent unit school, Franklin Road Academy. Using a quasi-experimental pretest-posttest design, the researcher utilized surveys, administrator interviews, formal evaluation records, and archival data to compare new teachers who participated in the mentoring program with new teachers who did not. Although the scope of the study was small, results indicated greater effectiveness for mentored teachers in the domains of instruction, management, student relations, and parent relations. Formal evaluation analysis also showed a significantly better overall rating for mentored teachers as compared with their counterparts. The program was deemed effective, and recommendations for subsequent years were provided.
Download or read book A Responsive Evaluation of a North Carolina Public School District s Beginning Teacher Mentoring Program written by Amy Elizabeth Huffman and published by . This book was released on 2008 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This program evaluation case study examined the effectiveness of a beginning teacher mentoring program as it was implemented in a school district in western North Carolina. The target population was the stakeholders, beginning teachers, and mentors who participated in the mentoring program. The program had not been evaluated since it was mandated by the state of North Carolina. The purpose of this study was to address the issues and concerns of the stakeholders regarding the effectiveness of the mentoring program. A naturalistic responsive evaluation designed by Guba and Lincoln based on Robert E. Stake's theory of responsive evaluation was used for the study. The four phases of the naturalistic responsive evaluation were the framework for this program evaluation. Prominent concerns and issues of the stakeholders were identified through an online survey, verified through focus-group discussions, clarified through an open-ended survey, and illuminated through interviews. Resulting data was presented in both quantitative and qualitative formats. Analysis of the data revealed that beginning teachers and mentors believe the mentoring program is effective; however, there are areas in which it could be improved. The researcher recommended that the program be continued with modifications made to the matching of mentors to beginning teachers, and adjusted to allow more time for mentoring.
Download or read book Developing an Effective Teacher Mentor Program written by Melvin P. Heller and published by . This book was released on 1991 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts considering a mentoring program need to consider four things: (1) the reasons for a teacher mentor program; (2) how to start such a program; (3) administrative support needed for a successful program; and (4) pitfalls to avoid. The reasons for having a mentor program are that it benefits the new teacher, the mentor, and the school. The new teacher's opportunities to exchange views with an experienced teacher is a distinct benefit to him/her. The mentor benefits also, however, because of the opportunity to share views, experiences, and strategies. The improved teaching that usually results is an asset to the school. Starting a program involves six stages: establishing a rationale, setting criteria for the selection of mentors, defining roles, inviting the mentors, training the mentors, and evaluating the program. To be successful, the program must have administrative support from the board of education, the superintendent, the central office staff, the teacher union, and the principal. As with any new program, anticipating problems can help to avoid them. Some pitfalls are: overdependence on the part of the protege, ego problems on the part of the mentor, and the evaluation dilemna arising from the mentor's dual role of confidant and evaluator. Mentorship programs promote professionalism by providing continuous staff development during the first year of teaching. (AMH)
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 Mentoring in Action Guiding Sharing and Reflecting With Novice Teachers written by Carol Pelletier Radford and published by Corwin Press. This book was released on 2016-06-24 with total page 461 pages. Available in PDF, EPUB and Kindle. Book excerpt: The support you need for mindful mentoring and sustainable teacher success! Novice teachers bring vitality and optimism to schools. Our role as mentors is to empower novice teachers to grow in their practice and emerge as the leaders of the future. Newly revised and updated, the 2nd edition of Mentoring in Action emphasizes a unique approach: mindful mentoring that aligns your conversations to teaching standards to prepare novice teachers for their teacher evaluation. In this book you’ll learn the importance of teacher leadership and how mentoring can influence teacher effectiveness. This flexible twelve-month curriculum helps you: Plan mentoring conversations and observations Differentiate support to meet the varied needs of novice teachers Set goals to prevent teacher burnout by sharing social and emotional learning skills Gather regular student feedback from student work samples and surveys Integrate the updated INTASC Standards into mentoring conversations This updated edition includes QR codes and a robust companion website featuring videos, downloadable forms, and a Mentor Planning Guide and Journal for reflection. Transform your mentoring experience by confidently mentoring your novice teachers with this comprehensive guide! "Filled with decades of her own teaching, research, and mentoring wisdom, Radford offers a guide to building the mentoring relationship, examples of mentoring in action, and instructions and modeling of purposeful mentoring conversations." Dr. Kirsten Olsen, Author of Wounded By School and The Mindful School Leader "The best mentorship programs include support for the mentors, not just for new teachers. This book provides a roadmap for individual teacher-mentors or those in charge of mentoring programs. Everyone in a position of leadership should read and use this book." Barbara Levin, Professor and Author of Every Teacher a Leader University of North Carolina at Greensboro
Download or read book Leading the Teacher Induction and Mentoring Program written by Barry W. Sweeny and published by Corwin Press. This book was released on 2007-08-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
Download or read book Evaluating the Effectiveness of a Second and Third Grade Reading Mentorship Program written by Jose Antonio Hernandez and published by . This book was released on 1999 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentoring New Teachers written by Hal Portner and published by Corwin Press. This book was released on 2008-04-25 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide." —Priscilla Miller, Director Center for Teacher Education & Research, Westfield State College A comprehensive guide for developing successful mentors! Quality mentoring can provide the support and guidance critical to an educator′s first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include: Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners Classroom observation methods and competency instruments Tools to assess preferred learning styles Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.
Download or read book An Evaluation of Novice Teachers Perceptions of the Mentoring Experience in Knox County Schools written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new teachers entering school systems. School administrators across the state of Tennessee realize that there is a significant number of beginning teachers who are leaving the teaching profession within the first 3 to 5 years of their teaching careers. Beginning teachers are being surveyed to determine why many leave the profession. After gathering input from beginning teachers across Tennessee, school officials began to develop teacher mentoring programs designed to retain beginning teachers. The purpose of this quantitative study is to evaluate the effectiveness of the Knox County Schools systemâs teacher mentoring program, New Teacher Induction (NTI), for beginning teachers. The participants in this study were novice teachers (with 1 to 3 years of teaching experience). Two hundred novice teachers were invited to participate. Thirty-eight (19%) participants responded to the first survey. Efforts were made to increase the response rate through reminder emails. Reminders emails were sent 3 times. Hard copies of the participant letter and survey instrument were mailed to the novice teacher group during the 2nd data collection to increase the participant responses. Thirty-one responses were collected during the second data collection. Sixty-nine (34%) teachers participated in this study. Findings of the study are congruent with the literature in terms of perceptions of beginning teachers regarding the effectiveness of their mentoring experience and recommendations for enhancing mentoring programs. Most of the novice teachers indicated that their mentoring experience was successful. Many of the novice teachers also said that they attribute their decision to return to their school the following year to their successful mentoring experience.
Download or read book Teachers Mentoring Teachers written by John C. Daresh and published by Corwin Press. This book was released on 2002-11-27 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Teachers Mentoring Teachers is timely, practical, and engaging—a welcome addition to the literature on retaining and providing meaningful professional development for teachers." Sandra R. Hurley, Associate Dean Program Director, Literacy Education The University of Texas at El Paso A comprehensive source for mastering mentoring and shaping effective teachers! As more and more good teachers are leaving the profession out of frustration and lack of guidance, mentoring may be the key ingredient to retaining new teachers, and helping them become more effective. This highly interactive, step-by-step method for implementing and evaluating mentor programs and relationships uncovers the many benefits to both the mentor and the protégé. Key features of the book include: Planning and implementing a mentor program Developing benchmarks to measure the progress of the plan Using mentors for veteran teachers and new teachers alike Finding good mentor-protégé matches Assessing and evaluating a successful mentor program This strategy-based guide asserts that a mentor relationship is one between peers. It effectively illustrates how fellow teachers can listen to one another and share their common experiences and unique insights to foster mutual job satisfaction.
Download or read book Evaluating Teacher Education Programs through Performance Based Assessments written by Polly, Drew and published by IGI Global. This book was released on 2016-02-10 with total page 459 pages. Available in PDF, EPUB and Kindle. Book excerpt: Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting. Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.
Download or read book Assessing Impact written by Joellen Killion and published by Corwin Press. This book was released on 2008 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses planning and performing staff evaluations and evaluating staff development programs in order to improve staff training and overall student achievement.
