Comprehensive Mentoring Programs for New Teachers: Models of Induction and Support( second edition) / Edition 2

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Overview

This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.

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Editorial Reviews

Gail Connelly
“This book provides various models of comprehensive programs implemented in school districts around the country. It confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice. This book is a significant addition to the literature on mentoring in the education profession.”
Mary Forte Hayes
“Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, Villani also addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Following Villani’s framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers.”
Ellen Moir
"Susan Villani has done an excellent job of highlighting the key aspects of a comprehensive induction program. We spend billions of dollars on recruitment and then offer new teachers a sink-or-swim experience. Villani makes a convincing case for comprehensive induction programs and offers rich examples across urban, rural, and suburban settings.This is a practical guide thatoffers a solid background on the latest research findings. The nation's new teachers deserve the best instructional programs to accelerate their development."
Stephanie Hirsh
"State-level policy makers can take a positive step forward by providing every district and school principal with a copy of this expertly organized and well-writtenbook.Educators will find answers to most of their key questions regarding establishing an induction and mentoring program."
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Product Details

  • ISBN-13: 9781412966139
  • Publisher: SAGE Publications
  • Publication date: 6/16/2009
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 223
  • Sales rank: 969,861
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.70 (d)

Meet the Author

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

A member of West Ed'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 West Ed 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 Ed D in educational administration from Northeastern University.

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Table of Contents

Foreword by Charlotte Danielson
Preface
Part I. Supporting New Teachers to Accelerate Their Effectiveness and Keep Them in the Profession
1. Addressing the Needs of New Teachers and Supporting Their Learning
Major Causes of the Shortage of Teachers
Impact of High Teacher Turnover on Students
Financial Cost of High Teacher Turnover
Induction and Mentoring Programs Improve Teacher Retention
Defining Induction, Mentoring, and Comprehensive Mentoring Programs
The Needs of New Teachers
Five Phases Experienced by First-Year Teachers
2. A Closer Look at Mentoring
Mentors: Supporters, Guides, and Sometimes Reformers
The Mentor’s Role
Ways Mentors Support New Teachers
Mentor Preparation
Stages of Mentor Growth
Professional Development That Addresses the Varied Needs of New Teachers
Benefits of Comprehensive Mentoring Programs to the Entire School Community
3. Factors to Consider While Thinking About Program Development
Goals
Funding
Roles of Shareholders
Mentors
Principals
School Staff
Coordinators/Steering Committee
Collaboration Inside and Outside
New Teacher Evaluation and Confidentiality
Part II. Charts of Program Highlights, Commentary, and Program Descriptions
4. District Programs
Glendale, AZ
Oconee, GA
Muscatine, IA
Dover-Sherborn, MA
Vicksburg Community Schools, MI
Saint Paul, MN
Rochester City, NY
Columbus, OH
5. State Programs
California - BTSA- Stockton Unified School District
Connecticut - BEST- North Haven High School
State of New Jersey
6. Regional or National Efforts to Specifically Support New Mathematics and Science Teachers
EDC
e MSS
NNECN
7. District and University Programs That Support New Special Education Teachers
Fairfax County - Great Beginnings
Special School District, St. Louis
University of Hawaii
8. Collaboration Between Three Institutions to Support New Teachers
Georgia State and NCTAF
Part III. Now What?
9. Developing a Comprehensive Mentoring Program
Appendices
Bibliography
Index

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