Details
Success is Possible
Creating a Mentoring Program to Support K-12 Teachers|
CHF 29.00 |
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| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 14.08.2019 |
| ISBN/EAN: | 9781475849530 |
| Sprache: | englisch |
| Anzahl Seiten: | 124 |
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Beschreibungen
<span>Teacher retention is of utmost importance at a time when so many young teachers choose not to remain in the profession. Teachers exiting the profession cite a lack of administrative support throughout their first years in the classroom.</span>
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<span>Implementing mentoring programs for beginning teachers will guarantee help and assistance during the difficult time of adjusting to a new career. Mentoring programs are critical when teachers are leaving the profession as quickly as they are leaving. </span>
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<span>Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.</span>
<br>
<br>
<span>Implementing mentoring programs for beginning teachers will guarantee help and assistance during the difficult time of adjusting to a new career. Mentoring programs are critical when teachers are leaving the profession as quickly as they are leaving. </span>
<br>
<br>
<span>Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.</span>
<span>Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.</span>
<p><span>Preface</span><br><br></p>
<p><span>Acknowledgements</span><br><br></p>
<p><span>Introduction</span><br><br></p>
<p><span>Chapter 1- Send help quick</span><br><br></p>
<p><span>Chapter 2- Research-The backstory</span><br><br></p>
<p><span>Chapter 3- Roles-Team of leaders</span><br><br></p>
<p><span>Chapter 4- Navigating through change</span><br><br></p>
<p><span>Chapter 5- Addressing concerns for beginning teachers</span><br><br></p>
<p><span>Chapter 6- Addressing concerns for mentor teachers</span><br><br></p>
<p><span>Chapter 7- Addressing concerns for coaches</span><br><br></p>
<p><span>Chapter 8- Addressing concerns for peer buddies</span><br><br></p>
<p><span>Chapter 9- Professional development resources</span><br><br></p>
<p><span>Chapter 10- New teacher induction</span><br><br></p>
<p><span>Chapter 11- Guiding and documenting implementation</span><br><br></p>
<p><span>Chapter 12- Timeline of implementation</span><a></a><br><br></p>
<p><span>References</span><br><br></p>
<p><span>About the Author</span><br><br></p>
<p></p>
<p><span>Acknowledgements</span><br><br></p>
<p><span>Introduction</span><br><br></p>
<p><span>Chapter 1- Send help quick</span><br><br></p>
<p><span>Chapter 2- Research-The backstory</span><br><br></p>
<p><span>Chapter 3- Roles-Team of leaders</span><br><br></p>
<p><span>Chapter 4- Navigating through change</span><br><br></p>
<p><span>Chapter 5- Addressing concerns for beginning teachers</span><br><br></p>
<p><span>Chapter 6- Addressing concerns for mentor teachers</span><br><br></p>
<p><span>Chapter 7- Addressing concerns for coaches</span><br><br></p>
<p><span>Chapter 8- Addressing concerns for peer buddies</span><br><br></p>
<p><span>Chapter 9- Professional development resources</span><br><br></p>
<p><span>Chapter 10- New teacher induction</span><br><br></p>
<p><span>Chapter 11- Guiding and documenting implementation</span><br><br></p>
<p><span>Chapter 12- Timeline of implementation</span><a></a><br><br></p>
<p><span>References</span><br><br></p>
<p><span>About the Author</span><br><br></p>
<p></p>
<span>Stefanie R. Sorbet</span>
<span>, Ed. D., is an assistant professor at the University of Central Arkansas in the Elementary, Literacy, and Special Education Department. She currently instructs elementary education teacher candidates in positive classroom environment and guidance and management of children courses. </span>
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<span>Patricia Kohler-Evans</span>
<span>, Ed. D., is a professor at the University of Central Arkansas in the Elementary, Literacy, and Special Education Department. She directs the UCA Mashburn </span>
<br>
<br>
<span>Center for Learning which provides evidence-based interventions to public schools in Arkansas. </span>
<span>, Ed. D., is an assistant professor at the University of Central Arkansas in the Elementary, Literacy, and Special Education Department. She currently instructs elementary education teacher candidates in positive classroom environment and guidance and management of children courses. </span>
<br>
<br>
<br>
<br>
<span>Patricia Kohler-Evans</span>
<span>, Ed. D., is a professor at the University of Central Arkansas in the Elementary, Literacy, and Special Education Department. She directs the UCA Mashburn </span>
<br>
<br>
<span>Center for Learning which provides evidence-based interventions to public schools in Arkansas. </span>
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