Transcript of Jaworski Supervision Presentation
- 1. Presentation Agenda1. The Need for Mentoring Programs2. The
Benefits of Mentoring3. Characteristics of Effective Mentoring
Programs4. Effective Mentoring in Action5. Moving Forward
- 2. The Need For Mentoring Programs Novice teachers usually
start their careers with little instructional support. Many feel
overwhelmed.
- 3. The Need For Mentoring Programs workload evaluating time
student management progress knowledge of relationships content
curriculum Johnannessen & McCann, 2004
- 4. The Need For Mentoring ProgramsTeacher Turnover Nearly 25%
of new teachers leave the classroom within two years. Almost 50%
will leave within five years. Simmons & Steadman , 2007
- 5. The Benefits of Mentoring higher student achievement more
effective classroom improved management instructional
practicegreater teacherretention Ingersoll & Strong, 2011
- 6. The Benefits of Mentoring Student More Effective Classroom
Engagement Management Effective Questioning Improved Instructional
Practice Ingersoll & Strong, 2011
- 7. The Benefits of Mentoring Student Achievement Greater Higher
Test Gains Scores Ingersoll & Strong, 2011
- 8. Characteristics of Effective Mentoring
Programsteacher-centered and strengths-based Tschannen-Moran &
Tschannen-Moran, 2011
- 9. Characteristics of Effective Mentoring Programs Plan Teach
Novice Teacher and Mentor Reflect Schwille, 2008
- 10. Characteristics of Effective Mentoring Programs Mentoring
must be independent from evaluation. Mentoring should not be used
as a data source in an evaluation. Tschannen-Moran &
Tschannen-Moran, 2011
- 11. Effective Mentoring in Action Full-time Mentors
Comprehensive Cohort Teacher Continuing Groups Induction Education
Consortium Action Research Gilles & McGlamery, 2009
- 12. Effective Mentoring in Action 100% 90%Percentage of Fellows
Remaining in Teaching 80% 70% 60% 50% 40% 30% 20% 10% 0% Missouri
(8 years) Texas State (10 years) Nebraska (5 years) Gilles &
McGlamery, 2009
- 13. Effective Mentoring Programs Greater Student Achievement
Improved Increase Instructional Retention Practice Mentoring
Teacher- centered and Decrease Strengths- Stress based Separate
from Evaluation
- 14. Moving ForwardEvaluate your schools current
mentoringprogram: Are new teachers receiving the necessary
instructional supports? Who is providing this support? Do these
individuals have enough resources and time to provide adequate
mentoring?
- 15. ReferencesDavis, B., Gilles, C., & McGlamery, S.
(2009). Induction programs that work. The Phi Delta Kappan, 91(2),
42- 47. Retrieved from
http://www.jstor.org/stable/40344899Ingersoll, R. M., & Strong,
M. (2011). The impact of induction and mentoring programs for
beginning teachers: A critical review of the research. Review of
Educational Research, 81(2), 201-233. Retrieved from
http://www.jstor.org/stable/23014368Johnannessen, L. R., &
McCann, T. M. (2004). Why do new teachers cry? The Clearing House,
77(4), 138-145. Retrieved from
http://www.jstor.org/stable/30189884Mihans, R. (2008). Can teachers
lead teachers? The Phi Delta Kappan, 89(10), 762-765. Retrieved
from http://www.jstor.org/stable/40792274Schwille, S. A. (2008).
The professional practice of mentoring. American Journal of
Education, 115(1), 139-167. Retrieved from
http://www.jstor.org/stable/10.1086/590678
- 16. References ContinuedSimmons, J. S., & Steadman, S. C.
(2007). The cost of mentoring non-university-certified teachers:
Who pays the price? The Phi Delta Kappan, 88(5), 364-367. Retrieved
from http://www.jstor.org/stable/20442263Tschannen-Moran, B., &
Tschannen-Moran, M. (2011). The coach and the evaluator. The New
Leadership Skill, 69(2), 10-16. Retrieved from
http://www.ascd.org/publications/educational-
leadership/oct11/vol69/num02/The-Coach-and-the-Evaluator.aspx