Teacher Mentoring and Induction

Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education's Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Hal developed and teaches for Western New England University a 3 credit MEd in Curriculum and Instruction online core course in Mentoring, Coaching, and professional development. Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Proteges (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) - all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education admin-istration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.

Preface Acknowledgments About the Editor About the Contributors Introduction Part I: Developing and Designing Mentoring and Induction Programs 1. Learning From the Past--Building for the Future - Tom Ganser 2. Developing a District's Mentoring Plan: From Vision to Reality - Mark Bower 3. New Teacher Induction: The Foundation for Comprehensive, Coherent, and Sustained Professional Development - Harry K. Wong 4. Launching the Next Generation of Teachers: The New Teacher Center's Model for Quality Induction and Mentoring - Ellen Moir 5. Embedding Induction and Mentoring Into the School's Culture - Hal Portner 6. The Stages of Mentor Development - Jean Casey and Ann Claunch 7. Mentor Teachers as Instructional Coaches - James Rowley 8. Mentoring: A Matter of Time and Timing - Barry Sweeny 9. Cultivating Learning Focused Relationships Between Mentor Pairs - Bruce Wellman and Laura Lipton Part III: Connecting Mentoring and Induction to Broader Issues 10. Mentoring Promotes Teacher Leadership - Susan Villani 11. Promoting Quality Programs Through State-School Relationships - Janice Hall 12. Applying Ideas From Other Countries - Ted Britton and Lynn Paine Afterword: The Gift That One Generation Gives the Next - Dennis Sparks Index

"The material is useful not only for beginners just starting to look at mentoring, but also for those with years of experience. It is one of the best books I've read on the topic." -- Carole Cooper, Director of Academic Accountability "Ensuring that our newest colleagues are properly inducted and supported must be a top priority for all educators. Teacher Mentoring and Induction is a wonderful resource for those who care about the future of the teaching profession." -- Terry Dozier, Director, Center for Teacher Leadership "The implications for the field are presented in a user-friendly manner. The examples of induction and mentoring programs are very thoughtfully examined to provide readers with multiple ways to approach and reach success in planning and implementing programs in their local setting." -- Theresa Rouse, Assessment & Program Evaluation Coordinator "Porter and colleagues have written a text that can be practically applied in a variety of settings. The topic is very timely in today's troubled atmosphere of teacher retention versus increasing accountability. This book will appeal to a wide audience of teachers and administrators." -- Mentoring & Tutoring, November 2007, Vol. 15, No. 4 "Based on the research and experience of its contributors, this book provides a solid overview of some of the critical challenges in developing and implementing effective mentoring programs. It is most useful to the readers who seek a cursory understanding of this topic and for the practitioners who may use the appended exercises to analyze their own mentoring and induction program." -- Harvard Educational Review, Summer 2008