Leading the Teacher Induction and Mentoring Program

Second Edition

Barry W. Sweeny - Best Practice Resources, Inc.

Other Titles in:
Mentoring | Teacher Induction

September 2007 | 296 pages | Corwin

Leading the Teacher Induction and Mentoring Program guides educational leaders through the process of developing and sustaining a high-impact teacher induction and mentoring program. This comprehensive resource covers all of the steps of training and supporting both mentors and novice teachers, from assessing staff and organizational needs to program evaluation. The author has widely expanded this second edition, offering in-depth guidance and a broad collection of step-by-step strategies for designing and implementing induction and mentoring programs and ensuring that they support school improvement and professional development initiatives.

List of Figures

Preface

Acknowledgments

About the Author

Introduction

Mentoring Questions Leaders Want Answered

Defining Mentoring, Induction, and Peer Coaching

The Increasing Importance of Mentoring and Induction

The Compelling Rationale for Mentoring and Induction

1. Getting Off to the Right Start

Differences Make All the Difference

Using a Model of Teacher Development to Guide Program and Practice

The Concerns-Based Adoption Model (CBAM)

Assessing and Using Data on New Teacher Needs

Three Concepts Essential for Program Success

The Big Picture: The High Impact Program Components

2. The Program Design Process

Design From the Destination

The First Step: Establish a Program Leadership Group

The Next Step: Identify a Program Coordinator

Roles of the Mentor Program Coordinator

The Sequence for Creating a Successful Program

Deciding the Sequence for Implementing Program Components

Defining Program Purposes, Goals, and Objectives

A Summary

3. Induction Structures for Effective New Teacher Development

Components for a High-Impact Induction Program

The Evolving Picture of Your Protégés

Using the CBAM to Design Induction

Designing an Effective Initial Orientation

Protégé Training

Protégé Observations of Expert Practitioners

Protégé Peer Support

Protégé Reflective Practice and the Professional Standards

Use of Professional Development Goals, Plans, and Portfolios

The Mentor in the Middle

Working Toward the Ideal Induction Program Model

4. Providing the Time for Effective Mentoring

Full- or Part-Time Mentoring?

Finding and Making Time for Mentoring

5. Designing Components of a High-Impact Mentoring Program

Roles and Tasks of the Ideal Mentor

Roles and Tasks of Protégés

Roles and Tasks of Site Administrators

Mentor Recruitment

Mentor Selection and Mentor-Protege Matching

How Does a Balanced Selection and Matching Process Work?

Matching Mentors and Protégés

Dealing With a Mentor-Protégé MISmatch

Mentor Support After Training

Mentoring of Mentors: Program Leader Support of Mentors

Mentor Incentives and Recognition

6. Designing a High-Impact Mentor Training

Who Should Lead Mentor Training?

What Are the Themes for High-Impact Mentor Training?

What Is the Sequence for Content and Activities in Mentor Training?

What Follow Up Support Is Needed to Ensure Mentor Implementation of Training?

7. Evaluating, Improving, and Sustaining the Program

The Program Evaluation Learning Agenda

Using the Research Showing Induction’s Impact on Results

Basic Evaluation Knowledge

Designing an Evaluation Process and Plan

Demonstrating Compelling Return on Investment From Induction

Other Strategies for Supporting and Sustaining the Program

Resources

I. Internet & Organization Resources for Mentoring

II. Mentor Training Activity: Practice in Identification of CBAM Stages of Concern

III. Mentor Practice Scenarios: Ending Your Conversations

References

Index

“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 Workshops That Really Work

"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

"A very practitioner-oriented book that will be useful to leaders, program planners, and mentors in their work with new teachers. This book takes school leaders through the process of creating and sustaining an induction and mentoring program, challenging the reader to think beyond initial, short-term goals to a wider, long-term vision."

Carol A. Bartell, Dean

Charter College of Education, California State University, Los Angeles

"An excellent resource for anyone wishing to develop a model for new teachers aimed at strengthening teacher and student performance. The step-by-step approach will particularly assist those who are trying to set up effective programs from scratch and don't have time to search the Internet for resource material."

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