Download or read book Investigating the Effectiveness of a Formal Principals Mentoring Program written by Kareen Mary Skillestad Bangert and published by . This book was released on 2012 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationships between the National Association of Elementary School Principals formal mentoring program attributes and perceptions of protégés and mentors of program effectiveness. Program attributes examined included training prior to mentoring, input into the mentoring process, Mentor Commitment and Program Understanding. The participants for this quantitative study consisted of 201 mentors and 80 protégés who participated in the National Association of Elementary School Principals'(NAESP) formal mentor certification program. Both mentors and protégés were asked to complete a questionnaire adapted from research conducted by Allen, Eby & Lentz (2006b) to assess their perceptions of Mentor Commitment, Mentor Program Understanding, training prior to participation in formal mentoring, input into the mentoring process and Perceived Program Effectiveness. Data from both protégé and mentor questionnaire using multiple regression was used to develop a path model to investigate the relationships between formal mentoring program attributes and Perceived Program Effectiveness for NAESP's formal mentor certification program. Results from the analysis of the protégé questionnaire responses found the program attributes variables to have a significant and direct relationship with Perceived Program Effectiveness were Training Quality and Program Understanding. The effects of Training Quality on Perceived Program Effectiveness was significantly mediated when passing through Program Understanding but not Mentor Commitment. Similar results were found for the multiple regression analysis used to determine the path coefficients for the mentor results. In addition to Training Quality and Program Understanding, received training and match-input was also significantly related to Perceived Program Effectiveness. Training hours, match input and voluntary participation were not found an important attributes for explaining protégés Perceived Program Effectiveness. For the mentors, the relationship of the program attributes variables of Received Training and Training Quality with Perceived Program Effectiveness was found to be significantly mediated by Program Understanding only. Findings from this study suggest including training prior to formal mentoring and the quality of training is essential for creating an effective formal mentoring program. Establishing mentoring programs that create committed mentors and promoting Program Understanding through quality training will increase the effectiveness of the mentor experience for both protégés and mentors.
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.
Download or read book The Effectiveness of Principal Training and Formal Principal Mentoring Programs written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine principalsâ perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like. The quantitative study was conducted using a survey developed from the SREBâs 13 critical success factors that have been developed to determine what makes a successful, effective principal. Each factor was developed into a question about whether or not Northeast Tennessee principals perceive that they were adequately prepared to be successful principals in their principal preparation programs and if they received any training through a mentoring program on these same 13 factors once they received their principalship. The overall results indicated that few principals participated in a formal mentoring program and those who did received a marginal amount of assistance on the critical factors identified by the SREB. The results also showed that, overall, the respondents indicated that they received more adequate leadership training during their principal preparation programs on the SREBâs factors in their classroom experience than they did through their hands-on experience; although, respondents did not give particularly high marks to either experience. Furthermore, respondents who belong to a cohort scored their training higher than those who did not belong to a cohort, and those who received a degree higher than a masterâs degree reported a higher level of training than did their peers with only masterâs degrees on some of the SREBâs critical success factors.
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 Investigation of Mentoring for Instructional Leadership Within an Educational Consortium written by Scott A. Sturgeon and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The support of novice principles in their development as instructional leaders is an issue that impacts all school districts. Mentoring is a common method of supporting novices in their development and this study sought to understand the ways in which district members within a midwestern educational consortium were using mentoring to increase instructional leadership skills. First, the study looked as if and how districts adjusted supports to meet the modern shift in principal roles from the building managers to instructional leaders. Through a combination of interviews and focus groups with members of the Educational Consortium's Human Resources Task Force and practicing principals from member districts in a doctoral program at the member university, the study was able to build an understanding of current methods of support for novice principals as instructional leaders. It also offered an opportunity to understand the viewpoint of prinicpals with less than ten years experience, who received either formal or informal support as novices, and to compare those viewpoints to those expressed by the district representatives from the task force. The force of the study supported existing research that mentoring programs often focus mostly on the survival of a novice principal in their first year and are limited in their direct support for instructional leadership. The study also found that even within formal programs of mentoring novice principals, the overall structure and design was quite limited in the scope, objectives, and feedback systems. The study suggests that Educational Consortium to create a more comprehensive mentoring program with specific efforts around: instructional leadership, clear outcomes for mentors and mentees, and systems for obtaining and utilizing feedback from mentors and mentees. It also advocates for the investigation of ways the consortium members can support mentoring in smaller districts where staff size does not currently allow formal mentoring to exist.
Download or read book Mentoring and Induction Programs That Support New Principals written by Susan Villani and published by Corwin Press. This book was released on 2006 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: A well-prepared new principal is essential to the success of an entire school. So why is it one of the least supported positions in the building? The author addresses the key question of how well new principals are prepared and supported. This is an ideal resource for developing a mentoring or induction program for principals, or for enhancing existing programs. This text offers a close examination of the state of principalship and the needs of new principals, as well as a detailed compilation of principal mentoring and induction programs throughout the United States.
Download or read book Leadership through Mentoring written by Phyllis A. Gimbel and published by Rowman & Littlefield. This book was released on 2021-07-10 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership Through Mentoring: The Key to Improving the Principals Confidence and Skill lays out the case for the development of robust mentorship programs to support new school leaders. With principal turnover at an all-time high, it is urgent that schools and districts find ways to help newly appointed leaders grow into effective supervisors, managers, and strategic thinkers who can also find personal and professional satisfaction in their careers. Using examples from several established and successful state programs, Leadership Through Mentoring shows how new school leaders’ effectiveness, vision, and engagement can be grown through intentionally designed and executed programs that offer supportive guidance and wise counsel from experienced leaders. Thoughtfully created and appropriately resourced, such programs can pave the way to longer and more successful principal tenures, which research shows lead directly to significant improvements in schools’ cultures, educational efficacy, and teacher and student performance. This is a book for leaders and governing bodies in all kinds of schools.
Download or read book The Effectiveness of the Role of the Mentor on the Professional Development of the Principal written by Angeline M. Gampico and published by . This book was released on 2003 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how effective the role of the mentor was on the professional development of the principal. The study examined the perceptions of ten neophyte and ten seasoned principals who had completed a formal mentoring program sponsored by a single, school district. Five questions guiding this research addressed the role of the mentor in terms of pairing to the intern, length of the program, and whether the transition between pre-service training and "on the job" realities was made simpler because of the acquisition of a mentor for the beginning principal. The primary means of data collection centered on a written survey, with subsequent audio-taped interviews of ten principals in order to clarify or extend the written responses. In addition, archival data reflecting responses and observations of the participants who completed the program were utilized for further research on this study. The stages of research included: thematizing, interviewing, transcribing, analyzing, verifying, and reporting. Procedures for this research project gathered data through qualitative approaches to answer the research questions. The results of this study suggest that most participants in the mentoring program had positive experiences that influenced their professional development. The greatest limitations were length of time for the program, and assignment of the mentor in the second year as principal, rather than in the initial year of principalship.
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 Investigating the Complexities of Mentoring Teachers Through an Inquiry of Mentors Perspectives written by Georgina Wood Duff and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring has the potential to benefit preservice, new teachers, and experienced teachers, but it is a complex process with few agreements about what might make it most effective. Furthermore, due to teacher demographics affecting the availability of veteran teachers, mentors are consequently drawn from various career points, and some of them have few years of teaching experience. The purpose of this study was to gain a better understanding of the complexities of mentoring, particularly of the role that age, experience, and situational factors might play in their work. To pursue this study, I used these research questions: What are the goals and approaches of these six mentors in mentoring new teachers? How do these six mentors carry out that approach? How are mentors' perspectives impacted by situational factors within a formal program such as working conditions and expectations? I examined mentors' perspectives about their experiences to give insight as to how to develop the overall support structure of formal mentoring for new teachers.
Download or read book An Investigation of the Effectiveness of Formal Mentorship Programs for the Career Advancement of Professional Women written by Karin L. Mack and published by . This book was released on 1987 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Mentoring written by Carl J. Weingartner and published by Corwin Press. This book was released on 2009 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Develop a principal mentoring program that produces effective leaders and high administrator retention rates! This resource for school and district leaders presents a proven mentoring model for recruiting, supporting, and retaining effective principals. The author illustrates how to help new principals achieve success in areas such as improving curriculum and test scores, ensuring student safety, managing the budget, and enhancing school climate. The book provides reflections on principal recruitment and retention and also covers: Developing supportive mentoring relationships Assisting new administrators with professional growth and development Advising on district mandates, operational issues and exceeding standards Identifying practices that can have a negative impact
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 A Delphi Study to Identify Principal Practices of Montana s Office of Public Instruction Formal Mentoring Program for Principal Interns written by Gerald Eugene Pease and published by . This book was released on 2015 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature describes many different formal principal mentoring programs and the mentoring activities in which new principals are asked to participate. Common program features that have been identified for implementing effective formal principal mentoring programs include socialization, reflective practice, mentor/protégé matching, the training, program understanding, and mentor commitment (Daresh, 1995 & 2001; Gray, Bottoms & O'Neil, 2007; Bangert, 2012; Wallace, 2007). Although the effective formal mentoring program characteristics for new and aspiring principals have been identified by the literature, there have been no efforts to determine how Montana's Formal Mentoring Program for new and aspiring principals incorporates these important program elements. The purpose of this descriptive study was to identify and describe the program characteristics of Montana's state-mandated formal mentoring program for new principal interns that mentoring experts agree are necessary to create a supportive learning experience for new principals.
Download or read book The Effectiveness of Mentors in the Teacher Education and Mentoring Program in Terms of Selected Variables as Perceived by School Principals Mentor Teachers and Mentees written by Gloria Harley Griffith and published by . This book was released on 1996 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Portable Mentor written by Frederick A. Lindley and published by Corwin Press. This book was released on 2008-09-17 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The book is full of strategies and tips. Principals, those wanting to be principals, and those mentoring principals will find this book very useful." —Nancy M. Moga, Principal Callaghan Elementary School, Covington, VA "First-year principals need a mentor, and if one is not readily available, then this book helps fulfill the need. I found myself answering the questions, filling in the blanks, or considering how a scenario played out." —Ann Porter, Principal Lewis and Clark Elementary School, Grand Forks, SD A focused, organized approach to help first-year school leaders succeed and grow on the job! Based on more than 40 years of experience as an educator, principal, and principal mentor, Frederick Lindley defines the role of a successful school principal as an effective leader with strong management skills. Written in a conversational style, this portable guide helps entry-level principals and their mentors navigate through the first days and months of a principalship. Designed around the nine-month school year, this book incorporates the revised 2008 ISLLC standards and emphasizes organization, communication, nurturing the mentoring relationship, and using a balanced approach to leading and managing. Readers will also find information on short-term and long-term administrative responsibilities and help in planning for the second year as principal. This second edition includes: Ten core characteristics of successful strategies for improving student achievement New "A-to-Z tips" on topics such as delegating, equity and fairness, grace under pressure, time management, and NCLB Recommended reading resources for extended learning in each chapter A chapter focused on support for the principal-mentor The second edition of The Portable Mentor is an ideal professional growth resource that is always conveniently at hand to help school leaders successfully meet the challenges of their jobs.
