-
Barry's Newest Book -
"Leading
the Teacher Mentoring & Induction Program:
2nd Edition"
Page Index
 Author's
Statement -
This book is written to provide teacher mentoring and induction
program leaders with everything they need to conduct their program
so it increases the performance of teachers and students. Nothing
could be more important for educators to know today!
When I wrote the first edition of this book in 2000, I
was still a full-time trainer and consultant and I depended on what
I knew to make a living. I could not tell all my secrets for mentoring
and program success at that time. That is why that original book,
although packed with very good content, did not contain the most
powerful ideas I use every day in my mentoring consulting and training
work. This Corwin Press revised edition does!
This 2nd Edition is a “GOLD MINE” for teacher
induction and mentor program leaders! There is no other book on
this topic, much less for that audience, and no other mentoring
and induction writer who knows what I share in this book! It is
my gift to you.
I offer this gift since, as I write it, I am semi retired and will
only accept work on special projects. I consider this second edition
my “legacy” so I am holding nothing back! This is virtually
a new and even more powerful book because it contains all my
secrets for using mentoring and induction to increase the performance
of teachers and students. You can trust the advice, research
and models provided here. They are powerful, practical, and proven
in hundreds of programs worldwide. They will work for you too.
Blessings on your efforts on behalf of new teachers and our great
profession!
Table of Contents
List of Figures
Preface
Acknowledgments
Author’s Biography
Introduction:
• Questions That Program Leaders Want Answered
• Definitions
• A Compelling Rationale for Induction and Mentoring
|
Chapter |
Chapter Title |
Comments on Content |
| Chapter 1 |
Getting off to the Right Start
• Critical Distinctions
• Using a Model of Teacher Development to Guide Decisions
• Assessing and Using Data on New Teacher Needs
• Three Concepts Essential for Program Success
• The Big Picture: The High Impact Program Components
|
“Getting Off to the Right Start”,
should not be missed! It ensures that you have the background
and conceptual basis for the work laid out in the rest of the
book. If you need to design and implement a new program, you’ll
be amazed by this chapter. If your intention is to learn how
to improve an already existing program, you may feel you already
know enough and that skipping Chapter 1 won’t matter.
It will! That you are reading this book now suggests that you
may not have gotten off on the right foot back when your program
was started. I promise you’ll be excited by what you learn
in this chapter! |
| Chapter 2 |
The Process for Designing and Implementing the Program
• Design From the Destination
• Establishing a Leadership Group
• The Need for Program Coordination
• Roles of a Program Coordinator
• Deciding the Sequence for Implementing Program Components
• Full or Phased Implementation?
• Defining Program Purpose, Goals, and Objectives
• Developing Components That Address Program Goals
• Do You Need a Single or Multiple Year Program?
|
Chapter 2 lays out the overall program development
process. Whether you have an existing program that needs improvement
or are starting a new program from "scratch", this
is exactly what you will need to succeed. |
| Chapter 3 |
Induction Program Structures for Effective Novice Teacher
Development
• Components for a High Impact Induction Program
• The Evolving Picture of Your Protégés
• Using the CBAM to Design Induction
• Designing an Effective Initial Orientation
• Protégé Training
• Protégé Observations of Expert Practitioners
• Protégé Peer Support
• Protégé Reflective Practice and the
Professional Standards
• The Mentor in the Middle
• Working Toward the Ideal Induction Program Model
|
Chapter 3 addresses how to design and develop
an induction program so it functions as a high impact novice
teacher support system. We don't just need mentoring. We need
awesome new teachers right away. Here's how to attain that goal. |
| Chapter 4 |
Providing the Time for Effective Mentoring
• Full or Part-Time Mentoring?
• Finding and Making Time for Mentoring
|
Chapter 4 shows you how to design the foundation
for a high impact mentoring program. It is short but has very
crucial information you will prize for the four big decisions
you must make and for dealing with the related time issues. |
| Chapter 5 |
Designing Components of a High Impact Mentoring Program
• Roles and Tasks of Participants
• Mentor Recruitment
• Mentor Selection and Mentor-Protege Matching
• Dealing With MISmatches
• Mentor Support
• Mentoring of Mentors - Program Leader Support of
Mentors
• Mentor Incentives and Recognition
|
Chapter 5 leads you through the steps for designing the
mentoring program so mentors have the support they deserve
to attain the lofty goals we have for them. All you ever needed
to know about mentor recruitment, selection, matching, dealing
with mismatches and mentoring incentives are given in-depth
treatment.
As a result of using the ideas in Chapters 1 through 5,
you will be well positioned to lead the design and implementation
of a powerful “high impact” mentoring and induction
program. When that’s done, all the structures but one
will be in place for your program to achieve it’s goals.
|
| Chapter 6 |
Designing & Delivering Training & Support for
Mentors
• Who Should Lead Your Mentor Training?
• Themes for a High Impact Mentor Training
• What Should be the Sequence for Content and Activities
in the Training?
• What Follow Up Support is Needed for Mentor Implementation
of Training?
|
Chapter 6 is a detailed and practical activity-by-activity
guide to powerful mentor training. This is the training I
use, down to my very words and modeling so you too can design
and deliver a high impact mentor training.
As a result, your mentors will learn the skills and insights
they need to effectively contribute to attaining your program
goals. Also, you will learn about Mentoring of Mentors and
how to plan and provide the kinds and quality of follow up
support that mentors must have to facilitate attaining increased
novice teacher performance. |
| Chapter 7 |
Evaluating, Improving and Sustaining the Program
• Using the Research Showing Induction’s Impact
on Results
• Basic Evaluation Knowledge
• Designing an Evaluation Process and Plan
• Demonstrate Compelling Return on Investment From
Induction
• Other Strategies for Supporting and Sustaining the
Program
|
In Chapter 7 you’ll learn how to keep people from
perceiving induction as one more thing to do, and instead,
to see mentoring and induction as integral to the district’s
improvement process and reform response. The research shared
in this chapter will help you gain crucial early support from
decision makers.
However, after about three years, those same decision makers
will begin asking for evidence that the national research
is being replicated in your local program. That means that,
more than ever before, you must become competent in designing
and leading an effective and practical program evaluation
process. You must also be able to use that evaluation data
to demonstrate the value of your program to sustain support
for your program.
Chapter 7 gives you practical strategies for conducting very
effective program evaluations. It’s all here, from needs
assessment to program evaluation that will improve and demonstrate
your program’s impact. |
References
Resources
• I. Mentoring Organizations
• II. CBAM Scenarios For Mentor
Training
• III. Mentor Practice Scenarios
- Ending Your Conversations
Index
How to ORDER This Book From Corwin
Press
Just go to http://www.corwinpress.com/booksProdDesc.nav?contribId=535236&prodId=Book229237
I promise, you will be amazed and very pleased with this book.
|
