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Mentoring as Collaboration
Lessons From the Field for Classroom, School, and District Leaders
- Mary Ann Blank - University of Tennessee at Knoxville
- Cheryl A. Kershaw - University of Tennessee at Knoxville
Foreword by Robert Eaker
September 2008 | 200 pages | Corwin
Discover how to transform intermittent teacher mentoring into effective, systematic coaching! This book shows school and district leaders how to develop a collaborative mentoring program that will help retain new teachers, improve student achievement, and boost school performance. The authors present a practical, field-tested model that clearly defines roles, expectations, and experiences for new teachers, mentors, and school leaders, and builds upon the research in effective teaching, leadership, and organizational development.
Administrators in any district can use this comprehensive how-to guide to:
- Attract and retain talented teachers
- Develop teacher leaders
- Create energized learning communities
- Develop, sustain, and assess mentoring programs
List of Reproducible Figures
List of Figures and Tables
Foreword by Robert Eaker
Preface: Why We Wrote This Book, and Why Educational Leaders in Classrooms, Schools, and Districts Need It!
Acknowledgments
About the Authors
Part I. Mentoring: Putting the Research Into Practice
1. Introduction
2. Getting Started: Teacher Mentor Program Components Self-Assessment
Part II. Designing or Strengthening Your Teacher Mentoring Program
3. How to Promote a Schoolwide Commitment
4. How to Build on Common Goals
5. How to Coordinate Your Program With a Mentor Core Team (MCT)
6. How to Define Roles for MCT Members
7. How to Select Mentors and Assignments
8. How to Ensure New Teachers' Commitment to Mentoring
9. How to Coordinate Support to New Teachers
10. How to Promote Professional Learning and Schoolwide Collaboration
11. How to Provide Time, Resources, and Support to Mentors
Part III. Implementing Your Mentoring Program
12. How to Develop a High-Performing MCT
13. How to Identify & Address the Professional Development Needs of Mentors
14. How to Identify & Address New Teacher Needs
15. How to Meet New Teachers' Social, Emotional, and Professional Needs: Mentor Strategies
16. How to Coach New Teachers for Instructional Effectiveness: Coaching Strategies
17. How to Ensure Your Mentor Program Is Achieving Desired Results
Part IV. Assessing the Impact of Your Mentor Program
18. How to Collect Meaningful Data on an Annual Basis
19. How to Use Data for Program Improvement
20. How to Address Challenges and Celebrate Success
Part V. Growing and Sustaining Your Mentor Program: Mentoring at a Higher Level
Resources
References
Index
Much of the material is duplicative of another publication currently used.
Sch Of Ed Organization Leadshp, University Of La Verne
January 28, 2014
Gives useful ideas for further development.
School of Education, Newman University College
March 18, 2013
Accessible and practical text which supports understanding of the role of the mentor/coach and recognises the importance of collaboration to make it work. Useful self assessment tasks.
Centre for Early Childhood, University of Worcester
September 16, 2011
This is an intersting text for wider reading and to support those studying at the higher levels
Vocational Education , Edge Hill University
October 20, 2009
