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SAGE Publications
Mentoring as Collaboration: Lessons From the Field for Classroom, School, and District Leaders / Edition 1

Mentoring as Collaboration: Lessons From the Field for Classroom, School, and District Leaders / Edition 1


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Product Details

ISBN-13: 9781412962773
Publisher: SAGE Publications
Publication date: 07/08/2008
Edition description: New Edition
Pages: 200
Product dimensions: 8.40(w) x 10.90(h) x 0.50(d)

About the Author

Mary Ann Blank has spent most of her professional life as a teacher educator at The University of Tennessee, Knoxville, and as an educational consultant to numerous school systems in Tennessee and other states. Her current work is providing leadership, professional development, and assistance to schools and school systems in the areas of curriculum and instruction, teacher evaluation, and school improvement. At UT, she teaches courses in instructional theory and design, curriculum development, and analysis of professional practice. She is the clinical professor supervising and instructing teaching interns at Alcoa Elementary Professional Development School. She is collaborating with Cheryl Kershaw and others on a Title II teacher quality grant, focusing her work primarily on enhancing the practice of outstanding teachers in many of Knox County's inner-city schools. She is also a Dimensions of Learning trainer and works with educators in Loudon County Schools on systemwide implementation of this interactive and differentiated model of planning and instruction. Another of her responsibilities is as a developer and copresenter with Kershaw on Mentoring for the Tennessee Academy for School Leaders.

In the past, Blank has presented at national meetings of the American Educational Research Association (AERA), the Association of Supervision and Curriculum Development (ASCD), and others professional organizations. She has written a number of published articles and is a coauthor of several texts.

Carol Kershaw has served as director of University of Tennessee’s Urban Impact initiative, which was funded through a federal grant seeking to improve teacher quality. She previously taught English and remedial reading at Fulton High School for nine years.

A graduate of Bearden High School, Kershaw earned a doctorate in curriculum and a master's degree in curriculum and instruction from the University of Tennessee. She earned a bachelor's in English education from Arizona State University.

Table of Contents

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!
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

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