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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.
List of contents
Preface
Acknowledgements
Introduction
Chapter 1- Send help quick
Chapter 2- Research-The backstory
Chapter 3- Roles-Team of leaders
Chapter 4- Navigating through change
Chapter 5- Addressing concerns for beginning teachers
Chapter 6- Addressing concerns for mentor teachers
Chapter 7- Addressing concerns for coaches
Chapter 8- Addressing concerns for peer buddies
Chapter 9- Professional development resources
Chapter 10- New teacher induction
Chapter 11- Guiding and documenting implementation
Chapter 12- Timeline of implementation
References
About the Author
About the author
Stefanie R. Sorbet, 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.
Patricia Kohler-Evans, Ed. D., is a professor at the University of Central Arkansas in the Elementary, Literacy, and Special Education Department. She directs the UCA Mashburn
Center for Learning which provides evidence-based interventions to public schools in Arkansas.
Summary
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.
Additional text
In Success is Possible, the roles of the beginning teacher and mentor are clearly defined by utilizing a partnership approach in which both mentors and mentees grow together.
