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 Perceptions of Mentoring for New Secondary Assistand Principals written by Jennifer L. Williams and published by . This book was released on 2011 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New Teachers Perceptions of the Influence of Teacher mentors and Assistant Principals in Their Professional Growth written by Digna Erstejn and published by . This book was released on 2002 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principals and Assistant Principals Perceptions of Mentoring Relationships written by Andrew Scott Johnsen and published by . This book was released on 2003 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Exploring the Perceptions of Secondary Assistant Principals Toward Their Development as Instructional Leaders written by Ronnie B. Williams (Jr.) and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals' leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals' perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.

Download or read book Secondary Principals Perceptions of Mentoring Activities and the Connection to Career Preparation written by Kirk R. Williard and published by . This book was released on 2006 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring is an intense relationship and process that involves a more experienced person overseeing the career development and psychosocial development of a less experienced person. This research study examined the mentoring activities reported by secondary school principals and their perceptions about the benefits during their careers. Attention was given to the evolution and research of the mentoring process through historical perspectives on mentoring found in the literature. The participants' responses were compared with the recommendations of the Interstate School Leadership Licensure Consortium (ISLLC) standards for effective school leadership.

Download or read book Lessons Learned about Mentoring written by Norma Arleta Wright Brumage and published by . This book was released on 2000 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Congruence of Perceptions Among the Principal Mentor Teacher and Novice Teacher Regarding the Principal s Role in a Campus Mentoring Program written by Lucy Elaine Larrison and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature is convincing that teachers are leaving the profession in record numbers (Owing, 2004; Ingersoll, 2002). Although there are a variety of reasons that may spur this problem, there is substantial evidence that mentoring programs are an effective means of addressing this issue and that principals serve a critical role in the success of these programs (Moir 2001; Ingersoll, 2001a). Although mentoring and principal support have been recognized as key components in the retention of novice teachers, the literature does not document overwhelming success when mentoring is implemented in most schools. One must question the reasons for the continuation of teacher attrition when these retention factors have been clearly identified. The primary purpose of this study is to examine the congruency of perceptions among the principal, novice teacher, and mentor teacher regarding the role of the principal in supporting mentoring programs at the campus level. The relationship between a principal's perception of his/her role in a mentoring program and the teacher retention rate at the school was studied. In addition, the study explored the preparation and readiness of the principal to serve in a leadership role in the development and implementation of a campus mentoring program.

Download or read book Supervision Across the Content Areas written by Sally J. Zepeda and published by Eye On Education. This book was released on 2004 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book Principals Perceptions of the Need for Formal Novice Principal Mentorship A Qualitative Case Study written by Kimberly Nicole Quinn and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although 21 states are currently designating a portion of their Every Student Succeeds Act funds specifically for novice principal induction and support, Tennessee is not currently one of these states. This dissertation uses a qualitative case study approach to interview Tennessee principals serving in years four to five, who did not have formal mentorship support during their novice years, to gather their experiences and support needs during this time. The researcher reviews the current literature on novice principal mentorship programs across the country through the lens of Krams Mentoring Model and Suchmans Program Theory before connecting the literature with the perceived needs of principals in this study. This study aimed to use data from principals interviews to make implications for practice and future district level formal mentorship program development in Tennessee schools. Findings from this study identified the problems faced by novice Tennessee principals as well as suggested inputs, processes, outputs, and potential outcomes if the implicated program were implemented. Using the principal participants as stakeholders in development, a program theory mentoring model, needed to help new Tennessee principals transition into and thrive in the role, is presented. The study concludes with recommendations for multiple stakeholders including state education officials, directors of schools, district leaders, human capital, professional development leaders, district leaders, and selected principal mentors..

Download or read book The Effectiveness of the Alabama Teacher Mentoring Program written by Pamela Yvette Fossett and published by . This book was released on 2009 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentors Teachers and Principals Perceptions of a Voluntary Elementary Literacy Mentoring and Professional Development Program written by Carol A. Starrick and published by . This book was released on 2005 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentorship Perceptions of Women Principals in Rural South Georgia written by Gilda D. Rackley and published by . This book was released on 2014 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Currently there are low numbers of women serving in the role of principal, in part because those who seek or currently hold this position face a variety of barriers and challenges. One of the support systems that women can employ in dealing with these barriers and challenges is mentoring. The exploration of the perceptions of the mentoring of women principals in rural South Georgia schools served as the goal of this mixed-method study. The results provided data for examination of the perceptions the women principals had of their mentoring experience and how their role as principal may have been affected as a result of not having been mentored. Also, the mixed method design provided a means to explore how the mentoring experience for women principals can be improved. Results from a survey of 97 women principals provided insight into the perceptions of mentoring by both women who experienced mentoring and those who did not. In addition, simple random sampling identified 12 women to participate in the interview portion of the study. Both quantitative and qualitative data analysis indicated that, overall, mentoring is a beneficial experience for women principals. The findings also suggested that experiences varied depending on multiple elements. These elements included the gender of the mentor as well as whether the mentoring experience was informal or formal. These findings provide information that could be used to establish mentoring programs to support women principals in rural South Georgia schools. Finally, implications for educational leaders and recommendations for future research are provided.

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 Factors that Affect Perceived Mentor Effectiveness and Teacher Retention Among Beginning Secondary Music Educators in the State of Michigan written by Samuel David McIlhagga and published by . This book was released on 2006 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: