Full Description
"The author has done an excellent job of highlighting the key aspects of a comprehensive induction program and offers rich examples across urban, rural, and suburban setting. Anyone interested in developing induction programs that both support and accelerate beginning teacher development should read this book.
—Ellen Moir, Executive Director
New Teacher Center, University of California, Santa Cruz
"State level policy makers can take a positive step forward by providing every district and school leader with a copy of this book. Expertly organized and written, Villani's work provides answers to school leaders' key questions regarding establishing a comprehensive induction/mentoring program. Readers will keep the book within reach as a most valued resource."
—Stephanie Hirsch, Executive Director
National Staff Development Council
"A significant addition to the literature on mentoring in the education profession. This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice."
—Gail Connelly, Executive Director
National Association of Elementary School Principals
"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, this book addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Villani's framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers."
—Mary Forte Hayes, Executive Director
Massachusetts Association for Supervision and Curriculum Development
Establish a quality comprehensive mentoring program and improve teacher retention rates!
This updated edition of Mentoring Programs for New Teachers outlines mentors' roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find:
Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level
A list of 5 factors to consider when developing a comprehensive mentoring initiative
A rubric based on seven components of comprehensive mentoring programs
New material for supporting special education, math, and science teachers
Resources to use in program development or revision
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
eMSS
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
