Making Mentoring Work
Published on 13. August 2014
Book
Paperback/Softback
180 pages
978-1-4758-0410-2 (ISBN)
Description
Making Mentoring Work is a practical guide for school leaders interested in beginning or enhancing their mentoring programs for new teachers. Readers can use the mentoring program rubric to pre-assess their program and then choose the chapters that correspond to areas of growth. Each chapter provides background research as well as practical steps and tools to make mentoring work in a school environment. At the end of each section, readers will find discussion guides that support program leaders in making the next steps; organizing conversations with stakeholders that will transform and streamline new teacher support programs; and increase new teacher retention and practice.
Reviews / Votes
Every school district and county office of education should order this book for principals, mentors, and teacher leaders interested in starting or improving induction programs for new teachers in their schools. Davis provides a thorough, step-by-step approach for induction program design using insights from research and her own extensive experience as teacher and mentor. There is no better how-to book on teacher induction. -- Michael Strong, Ph.D., author and senior researcher, University of California, Santa Cruz If you could buy a stock and know for certain that it will increase in value, wouldn't you? What about investing in teachers new to the profession? Emily Davis is an established national expert in teacher induction and mentoring, and through this book, Emily describes exactly how you can invest in new teachers. Read Making Mentoring Work, and your investment will pay off through more competent, joyful teachers and improved student achievement-and make your job as a leader more rewarding. -- William J. Bushaw, Ph.D., CEO, Phi Delta Kappa International Reading Making Mentoring Work is like having a coaching conversation with an expert colleague. Davis situates pertinent strategies and advice in the context of a research-based theoretical framework, and she ensures that theory grows legs by providing examples, data, and practices to make it jump into the classroom. Her clear and lively style keeps the pages turning. A must-read for school and district leaders and instructional mentors! -- Adam Carter, chief academic officer, Summit Public Schools, Redwood City, California This is clearly a must-read for educational leaders charged with creating a comprehensive professional development system for teachers! This practical, user-friendly resource outlines how to create a structure to support quality mentoring as part of a comprehensive professional development system. I love Dr. Davis' "Discussion Guide" after each chapter! It's designed to help leaders focus on what's most important in accelerating a teacher's development in order to positively impact student learning. -- Kimberly Ortiz, induction director, TriValley Teacher Induction Project, Pleasanton, CaliforniaMore details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
Illustrations
7 tables; 2 textboxes
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 12 mm
Weight
329 gr
ISBN-13
978-1-4758-0410-2 (9781475804102)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Emily Davis
Making Mentoring Work
E-Book
08/2014
1st Edition
Rowman & Littlefield Publishers
€42.49
Available for download
Person
Emily Davis, PhD, is the Program Director for the Santa Cruz/Silicon Valley New Teacher Project, New Teacher Center. Her work focuses primarily on the research and development of high quality mentoring for new teachers.
Content
Acknowledgments
List of Important Figures, Tables, and Textboxes
Foreword, Ellen Moir
Preface
Introduction
New Teacher Mentoring Program Assessment Rubric
Section I: Features of Effective Mentoring
Chapter 1: Careful Selection of Mentors
Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development
Chapter 3: Strategic Deployment of Mentors
Chapter 4: Protected and Well-Used Mentoring Time
Chapter 5: Using Data to Support Continuous Program Improvement
Section I Discussion Guide
Section II: Tailoring Mentoring Support
Chapter 6: Consideration of New Teacher Needs and Experiences
Chapter 7: Planning for New Teacher Growth and Development
Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers
Section II Discussion Guide
Section III: Administrative Support and School Context
Chapter 9: Sustainably Assigning New Teachers
Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues
Chapter 11: Deepening Mentor-Administrator Connections
Chapter 12: Fostering Positive New Teacher-Administrator Relationships
Section III Discussion Guide
Conclusion: Bringing It All Together
References
List of Important Figures, Tables, and Textboxes
Foreword, Ellen Moir
Preface
Introduction
New Teacher Mentoring Program Assessment Rubric
Section I: Features of Effective Mentoring
Chapter 1: Careful Selection of Mentors
Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development
Chapter 3: Strategic Deployment of Mentors
Chapter 4: Protected and Well-Used Mentoring Time
Chapter 5: Using Data to Support Continuous Program Improvement
Section I Discussion Guide
Section II: Tailoring Mentoring Support
Chapter 6: Consideration of New Teacher Needs and Experiences
Chapter 7: Planning for New Teacher Growth and Development
Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers
Section II Discussion Guide
Section III: Administrative Support and School Context
Chapter 9: Sustainably Assigning New Teachers
Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues
Chapter 11: Deepening Mentor-Administrator Connections
Chapter 12: Fostering Positive New Teacher-Administrator Relationships
Section III Discussion Guide
Conclusion: Bringing It All Together
References