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All the information administrators and teacher leaders need to get started on the right mentoring model!

The value of mentoring programs for teacher training and retention is widely recognized . . . but which program should you choose for your school′s (or district′s) unique mix of teachers and goals? And how should you begin?

Mentoring expert Susan Villani offers a number of ways in which schools, teacher associations, institutions of higher education, educational collaboratives, and state departments of education can support teachers with the right mentoring program at the right time.

Topics include:

Inducting new teachers Continuing program design District-funded programs Peer Assistance and Review programs State-funded programs Grant- and alternative-funded programs

. . . all presented in a straightforward and accessible style.

Mentoring Programs for New Teachers is a great first step in establishing a mentoring program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!

Tabla de contenidos provista por Syndetics

• Foreword: The Need for Mentoring
• Preface
• Acknowledgments
• About the Author
• Part 1 Contemplating the Induction of New Teachers
• 1 Inducting New Teachers: Addressing Needs and Supporting Learning
• 2 Beginning With New Teachers and Continuing: Program Design
• Part 2 Models of Mentoring/Induction of New Teachers
• 3 Programs Funded by the School System/District/Region
• 4 Peer Assistance and Review Programs
• 5 State-Funded Programs
• 6 Substantial Grant-Funded Programs
• 7 Alternatively Funded Programs
• Part 3 Now What?
• 8 Implications for Induction
• 9 Getting Started
• Appendix A Charts
• Appendix B Questions
• Appendix C Mentor Configurations Charts
• References
• Resources

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CHOICE Review

That new teachers need mentoring is not a new concept, but the importance of positive teacher mentoring has now moved to the center of the educational policy landscape, at least as far as Villani is concerned. Teaching, she argues, is one of the few professions that places the same responsibilities on the beginner as it does on the 20-year veteran. Villani even cites how today's beginning teachers are presented with many more challenging assignments than their more experienced colleagues were when they started a decade or more ago. It is small wonder then that conservative estimates of new teacher attrition begin at 30 percent. Villani gives readers six elements for creating sound induction into the occupation. These elements consist of the buddy system, practical guidance on school policies and procedures, developing a vision of what good teaching is supposed to be, mentor training, new teacher reflection on practice, and obtaining adequate resources. Mentors, as described, not only provide encouragement and emotional support, but offer helpful information about students and the school community. An interesting volume that brings together much divergent information. Recommended at all levels. R. C. Morris State University of West Georgia

Notas de autor provistas por Syndetics

Susan Villani has been training teachers and administrators to become more effective instructors and leaders for over 30 years.

A member of WestEd′s Learning Innovations, Villani specializes in consulting and professional development in the area of mentoring and induction programs for new teachers and principals, and collaborative coaching training for math and literacy coaches, as well as mentors. Villani has worked with thousands of new and experienced teachers and administrators who have reported improvement in their practice and heightened job satisfaction, resulting in improved academic performance of tens of thousands of students.

Villani chaired the Teacher Quality Initiative of the New York Comprehensive Center. Also, as coordinator for Project ACROSS (Alternative Certification Route with On-going Support Systems), Villani has worked with over 100 New Hampshire teachers seeking alternative certification and with their mentors. She also worked with district educators through two technology support teacher centers that enhance teacher effectiveness for New Hampshire teachers. Villani consulted with and provided professional development for Maine educators to design and implement a statewide new-teacher mentoring program linked to the new Maine Teaching Standards. In collaboration with the New York State Association of Supervision and Curriculum Development, she helped districts and other service providers meet the new state law requiring mentoring programs for new teachers. Such work helps increase teacher retention and quality.

Villani also works with school principals and district administrators throughout the East Coast to help them enrich their practice and heighten their effectiveness with faculty and staff. Embedded in all of Villani's work is a commitment to help all educators be culturally proficient, thereby being sensitive to and addressing the needs of all students and their families, as well as school and consulting staff.

Villani is the author of Are You Sure You′re the Principal? Guiding New and Aspiring Leaders, and Mentoring and Induction Programs That Support New Principals. In 2007, Villani coauthored, with Kathy Dunne, Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning and the accompanying facilitation and training guide. Villani frequently presents at national and regional conferences.

Prior to joining WestEd in 2000, Villani was a school principal for 21 years and served as an adjunct faculty member at Lesley University for more than 10 years. She received a BA in business administration from Harpur College of Arts and Sciences, S.U.N.Y. at Binghamton, an MEd in elementary education from Tufts University, and an EdD in educational administration from Northeastern University.