Leading the Teacher Induction and Mentoring Program 2/e

Barry W. Sweeny is the president of Best Practice Resources, Inc. an independent educational consulting firm in Wheaton, Illinois. He has been a consultant, facilitator, trainer, and author, as well as a presenter and keynoter at educational conferences. Mr. Sweeny's specialty is the development of teacher mentoring and induction programs and practices that result in high quality instruction and increased student learning. Barry has trained thousands of mentors and administrators, and helped develop or improve hundreds of programs in school districts, professional associations and collaboratives, universities, regional agencies, community and governmental agencies, and businesses. His "High Impact" model of induction and mentoring is used all over the world for accomplishing the goals of supporting and guiding new teachers into the profession AND for creating programs that help districts accomplish their strategic initiatives. Barry is also known for his role in founding the ASCD Mentoring Leadership and Resource Network and is a Director Emeritus of the International Mentoring Association. In addition, Barry has worked in school improvement, peer coaching, staff development, and performance-based teaching, learning, and assessment. Previously, he was an award-winning classroom teacher for 22 years, a district staff developer and mentor program coordinator, and a program development manager at two regional offices of education.

List of Figures Preface Acknowledgments About the Author Introduction Mentoring Questions Leaders Want Answered Defining Mentoring, Induction, and Peer Coaching The Increasing Importance of Mentoring and Induction The Compelling Rationale for Mentoring and Induction 1. Getting Off to the Right Start Differences Make All the Difference Using a Model of Teacher Development to Guide Program and Practice The Concerns-Based Adoption Model (CBAM) Assessing and Using Data on New Teacher Needs Three Concepts Essential for Program Success The Big Picture: The High Impact Program Components 2. The Program Design Process Design From the Destination The First Step: Establish a Program Leadership Group The Next Step: Identify a Program Coordinator Roles of the Mentor Program Coordinator The Sequence for Creating a Successful Program Deciding the Sequence for Implementing Program Components Defining Program Purposes, Goals, and Objectives A Summary 3. Induction Structures for Effective New Teacher Development Components for a High-Impact Induction Program The Evolving Picture of Your Proteges Using the CBAM to Design Induction Designing an Effective Initial Orientation Protege Training Protege Observations of Expert Practitioners Protege Peer Support Protege Reflective Practice and the Professional Standards Use of Professional Development Goals, Plans, and Portfolios The Mentor in the Middle Working Toward the Ideal Induction Program Model 4. Providing the Time for Effective Mentoring Full- or Part-Time Mentoring? Finding and Making Time for Mentoring 5. Designing Components of a High-Impact Mentoring Program Roles and Tasks of the Ideal Mentor Roles and Tasks of Proteges Roles and Tasks of Site Administrators Mentor Recruitment Mentor Selection and Mentor-Protege Matching How Does a Balanced Selection and Matching Process Work? Matching Mentors and Proteges Dealing With a Mentor-Protege MISmatch Mentor Support After Training Mentoring of Mentors: Program Leader Support of Mentors Mentor Incentives and Recognition 6. Designing a High-Impact Mentor Training Who Should Lead Mentor Training? What Are the Themes for High-Impact Mentor Training? What Is the Sequence for Content and Activities in Mentor Training? What Follow Up Support Is Needed to Ensure Mentor Implementation of Training? 7. Evaluating, Improving, and Sustaining the Program The Program Evaluation Learning Agenda Using the Research Showing Induction's Impact on Results Basic Evaluation Knowledge Designing an Evaluation Process and Plan Demonstrating Compelling Return on Investment From Induction Other Strategies for Supporting and Sustaining the Program Resources I. Internet & Organization Resources for Mentoring II. Mentor Training Activity: Practice in Identification of CBAM Stages of Concern III. Mentor Practice Scenarios: Ending Your Conversations References Index

"A must-read for anyone interested in ensuring the ongoing effectiveness of teacher induction and mentoring. Sweeny mentors the reader by sharing details from his two decades of developing and leading high-impact mentoring programs. I've improved my own effectiveness by employing these insightful strategies." -- Hal Portner, Educational Consultant "Offers many suggestions and guiding principles for organizing mentoring programs and succinctly addresses many complex issues of program development and interpersonal relationships in mentoring roles. There is so much information in an easy-to-read, direct presentation." -- Lori Helman, Professor of Curriculum and Instruction "A very practitioner-oriented book that will be useful to leaders, program planners, and mentors in their work with new teachers. This book takes school leaders through the process of creating and sustaining an induction and mentoring program, challenging the reader to think beyond initial, short-term goals to a wider, long-term vision." -- Carol A. Bartell, Dean "An excellent resource for anyone wishing to develop a model for new teachers aimed at strengthening teacher and student performance. The step-by-step approach will particularly assist those who are trying to set up effective programs from scratch and don't have time to search the Internet for resource material." -- Top Mentor Publications