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 The Impact of the First time Texas Campus Administrator Academy Mentoring Program on the Transition of First time Administrators as Perceived by Mentored and Mentor Administrators written by Belinda K. Neal and published by . This book was released on 2005 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book What Campus Principals Need to Know written by Zenaida Kalie and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: All new Texas first year teachers enter the classroom with the hope of receiving an attentive campus mentor. However, there is no guarantee that these new teachers may have such a mentor assigned to them. A variety of obstacles can prevent an effective mentoring relationship. In an effort to fill in these gaps and provide new teachers the opportunity to interact with a dedicated mentor and to communicate with other Texas new teachers in the same alternative teacher certification program, an on-line mentoring program was created. The on-line mentoring program provides study modules on the topics of the lesson cycle, lesson planning, and classroom management in addition to the opportunity for mentors and interns to communicate on-line. This study is designed to examine the impact that the on-line mentoring program may have on new teacher perception of support in three domains of the EC-12 PPR TExES exam, the significant difference that the on-line mentoring program may have on the test scores of the new teachers, and to examine what themes are involved in the questions and topics of discussion that first year teachers have with their mentor and/or fellow first year teachers on-line. A mixed methods approach was used to analyze EC-12 PPR TExES scores on domains 1-3 from interns (N=62) who participated in on-line mentoring and from interns who did not participate in on-line mentoring, survey responses from interns who participated in on-line mentoring, and text analysis for themes in postings made by interns in the on-line mentoring course. The findings of this study have implications for campus principals, mentors, and administrators of teacher preparation programs. Challenges expressed by interns and the methods interns found successful and took it upon themselves to share with others are discussed. Survey data shows in what areas and which type of mentor interns felt impacted their teaching effectiveness. Although overall mean scores on the EC-12 PPR TExES in domains 1-3 of those that participated in on-line mentoring were greater than those who did not participate in on-line mentoring, t-tests showed that there was no significant difference between these test scores.

Download or read book The Texas First Time Superintendents Mentoring Programs written by Joseph Burns (Ed. D.) and published by . This book was released on 2005 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the effectiveness of the two programs that were developed to satisfy the requirements of the 76 th Texas Legislature's mandated mentoring program for first time Texas school superintendents. The study examined the perceptions of first time superintendents who were mentored during 2003--2004 using Cohen's Principles of Adult Mentoring Inventory.

Download or read book New Teacher Mentoring written by Ellen Moir and published by . This book was released on 2009 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this practical yet visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests--and doesn't--about the power of well-designed mentoring programs to shape teacher and student outcomes. They set forth the principles of high-quality instructional mentoring and describe the elements of a rigorous professional development program. Detailed case studies show how these principles can be applied at the district level and highlight the opportunities and challenges involved in implementing these programs in different contexts. This book makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared, aligned understanding of high-quality teaching. "One of the biggest challenges facing educational leaders today is finding strategies to keep our best and brightest teachers in our nation's classrooms. Mentoring new and veteran teachers is critical to meeting that challenge. New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness is a must read for educators who are serious about transforming America's classrooms." -- Beverly L. Hall, superintendent, Atlanta Public Schools and 2009 National Superintendent of the Year "A combination of theory and practice makes this book particularly useful to educators who are responsible for the success of new teachers. The wisdom, experience, and dedication of the authors ensures that the field has a book that will endure as a valued resource for decades." -- Stephanie Hirsh, executive director, National Staff Development Council "Ellen Moir and her colleagues are world leaders in teacher mentoring. Tens of thousands of children and young people would be far worse off had it not been for the significantly better classrooms that their well-mentored teachers have created. Moir and all those at the New Teacher Center know how to do mentoring, how to improve mentoring, and how to achieve all this on an immense scale. Here, they show just how well they can write about mentoring too. If you are a teacher or want to help one, then read this book! Its rigorous, evidence-based analysis and riveting prose will inspire you, inform you, and spur you on to do even greater things for your own and other teachers' students." -- Andy Hargreaves, Brennan Chair in Education, Boston College Ellen Moir is founder and executive director of the New Teacher Center. Dara Barlin is the associate director of policy for the New Teacher Center. Janet Gless is associate director of the New Teacher Center. Jan Miles is northwest regional director at the New Teacher Center.

Download or read book The Impact of First Year Mentoring Experiences on the Attrition Rates of Alternatively Certified Teachers written by Paul L. Uttley and published by . This book was released on 2006 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: School administrators across the State of Texas struggle each year to fill classroom vacancies prior to the arrival of students. These administrators often find themselves repeatedly filling the same vacancies that they filled the previous year. Teachers cite many reasons for leaving their schools; two of the most common reasons are lack of support and job dissatisfaction. Largely as a result of teacher shortages, alternative certification programs have become major producers of teachers in Texas. Individuals desiring to be teachers receive a short orientation period, often during the summer, and are then certified to teach for the coming school year. The teachers are required to periodically attend classes through their certification program during the school year. Upon completion of the alternative program requirements, the teacher is recommended for full certification as a teacher in Texas. This study evaluated the impact of mentoring on the attrition rates of alternatively certified teachers. Two hundred twenty-five first year alternatively certified teachers who were part of the Education Career Alternatives Program (ECAP) were given the survey. Ninety-nine surveys were returned, of which 34 were not usable since these teachers were not being assigned a mentor teacher. Of the remaining 65 surveys, 54 were complete and usable surveys. The alternatively certified teachers identified their mentoring programs as being high quality, with some differences based on teaching levels. The teachers also identified all 26 mentoring experiences as important, even though these same activities did not occur in all of the programs. This study found that nearly 72% of the variance in success could be attributed to the perceived quality of mentoring. Teachers who stated that mentoring would play a role in their decision to return to their school for a second year rated their overall mentoring experiences higher than those teachers who said mentoring would not play a role in their decision. This study suggests that quality mentoring, with the mentor identified as a key ingredient in the success of the program, can help to reduce the attrition rates that cripple schools each year.

Download or read book The Effect of Gender on an Induction Year Mentoring Program for Principals as Perceived by Selected Female Principals and Their Mentors in the Austin Independent School District in Austin Texas written by Larry Donnell Lewis and published by . This book was released on 2001 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leaders Helping Leaders written by John C. Daresh and published by Corwin Press. This book was released on 2001-02-02 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended to serve as a practical guide to developing, implementing, and appraising mentoring programs for school and district leaders. It describes mentoring and discusses why it is an important issue in professional development. A three-phase model is presented to help lead school districts and individual school personnel through the initial planning of a program, its implementation, and evaluation issues. Other practical topics include identifying program targets (for example, new principals, inexperienced and beginning administrators, or experienced administrators who are new to a district), identifying the purpose of the program, identifying appropriate characteristics of a mentor, preparing mentors, finding good matches, mentor responsibilities and consultation skills, mentoring for beginning leaders, and mentoring for veterans. Evaluation questions are suggested for appraising program effectiveness. The final chapter discusses postprogram actions, the place mentoring has as part of a larger professional development program, review of local priorities, and consideration of long-range plans for continued mentor-program support. Three appendices include answers to the Mentoring Background Quiz in chapter 1, mentoring scenarios, and a Mentor-Protege Action Planning Form. (Contains list of 17 suggested readings and subject/author index.) (RT)

Download or read book Mentoring Beginning Teachers Program Handbook written by Alberta Teachers' Association and published by . This book was released on 2003 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Induction and Mentoring as an Occupational Socialization Process for First time Texas Principals written by George Evan Kazanas and published by . This book was released on 2008 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal's role has become complex and critical due to an era of standards-based education, high-stakes accountability, and major shifts in student demographics. Increased responsibilities and stress have contributed to the lack of educators seeking the principalship. Researchers have found a promising tool for socializing school leaders once candidates are recruited and selected: induction programs. The purpose of this study was to gauge the extent to which new school administrators received support and guidance through induction programs and to determine whether or not these individuals perceived their period of induction as a means of advancing their socialization into the administrative profession. A mixed-method research design was utilized for collecting data. Quantitative data was collected first from a questionnaire administered to all Texas superintendents, followed by a survey to first-time principals. Qualitative data was gathered from a stratified purposeful sampling of selected first-time principals to provide description and voice to the quantitative findings. The quantitative data provided descriptive statistics regarding the current state of induction programs in Texas in addition to a ranking of the critical skills beginning principals perceived as most important for success as campus administrators. The socialization process through induction and mentoring practices was further extended through the qualitative findings. Results from this study revealed induction programs in Texas school districts were loosely organized and informal in nature. Respondents indicated informal induction programs assisted them with the acquisition of technical skills required of the principalship. However, participants shared they needed more training and guidance on how to develop their role-awareness skills. Role-awareness skills were also perceived as critical to success by first-time principals. While most of the participants benefited from mentoring, each one voiced concern over the lack of structure and consistency within the process. Therefore, induction and mentoring programs did not significantly contribute to the organizational socialization of new principals.

Download or read book The Texas Model for Comprehensive School Counseling Programs written by and published by . This book was released on 2018-02-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.

Download or read book IJER Vol 9 N4 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 2000-10-01 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Download or read book Get Better Faster written by Paul Bambrick-Santoyo and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective and practical coaching strategies for new educators plus valuable online coaching tools Many teachers are only observed one or two times per year on average—and, even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached. In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, he breaks down the most critical actions leaders and teachers must take to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed. Get Better Faster focuses on what's practical and actionable which makes the book's approach to coaching so effective. By practicing the concrete actions and micro-skills listed in Get Better Faster, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success. Though focused heavily on the first 90 days of teacher development, it's possible to implement this work at any time. Junior and experienced teachers alike can benefit from the guidance of Get Better Faster while at the same time closing existing instructional gaps. Featuring valuable and practical online training tools available at http://www.wiley.com/go/getbetterfaster, Get Better Faster provides agendas, presentation slides, a coach's guide, handouts, planning templates, and 35 video clips of real teachers at work to help other educators apply the lessons learned in their own classrooms. Get Better Faster will teach you: The core principles of coaching: Go Granular; Plan, Practice, Follow Up, Repeat; Make Feedback More Frequent Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guide It also walks you through the four phases of skill building: Phase 1 (Pre-Teaching): Dress Rehearsal Phase 2: Instant Immersion Phase 3: Getting into Gear Phase 4: The Power of Discourse Perfect for new educators and those who supervise them, Get Better Faster will also earn a place in the libraries of veteran teachers and school administrators seeking a one-stop coaching resource.

Download or read book A Better Beginning written by Marge Scherer and published by ASCD. This book was released on 1999-11-15 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here's help for any school or district that wants struggling first-year and beginning teachers to survive and thrive. Written by seasoned administrators and teacher leaders who know the ropes, this guide covers every aspect of the topic, including: Best ways to support new teachers; Stages they go through in their first year; Effective induction programs that last five days, all summer, or an entire year; Mentoring programs that benefit all teachers involved; Strategies for improving new teachers' teaching skills without damaging their morale; and Systemwide solutions that combine induction and mentoring programs with ongoing assessment and professional development. Case studies of successful programs and insights from veteran and novice teachers give you plenty of fresh insights on how to maintain new teachers' confidence and encourage them to innovate and grow. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Download or read book Undergraduate Curricular Peer Mentoring Programs written by Tania Smith and published by Rowman & Littlefield. This book was released on 2013 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Whether or not a college currently offers a Supplemental Instruction program, uses peer leaders in First-year Learning Community, or assigns Peer Tutors to courses, Undergraduate Peer Mentoring Programs will provide educators with concepts, examples, and findings useful for pr...

Download or read book Mentors in the Making written by Betty Achinstein and published by Teachers College Press. This book was released on 2006 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to a growing interest in mentoring and new teacher induction, the authors offer a unique view of developing quality mentors. Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource: Argues that mentors are not born, but developed through conscious, deliberate, ongoing learning; Provides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring; Documents induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator's role in reforming school culture; Highlights problems and complexities of enacting mentor knowledge and learning in diverse contexts.