Short presentation about the most important traditions in Poland, made by Michał Jaworski.
Jaworski Supervision Presentation
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The Importance of Effective Mentoring Programs for Novice Teachers Presented by Mrs. Alanna Jaworski
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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