LEADER 03893nam 2200625 450 001 9910811683603321 005 20230721042502.0 010 $a1-4522-9380-5 010 $a1-4522-9720-7 035 $a(CKB)3710000000456704 035 $a(EBL)1652045 035 $a(OCoLC)922907815 035 $a(SSID)ssj0001530894 035 $a(PQKBManifestationID)12649167 035 $a(PQKBTitleCode)TC0001530894 035 $a(PQKBWorkID)11530964 035 $a(PQKB)10448360 035 $a(MiAaPQ)EBC1994090 035 $a(MiAaPQ)EBC5396889 035 $a(EXLCZ)993710000000456704 100 $a20070406h20082008 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLeading the teacher induction and mentoring program /$fBarry W. Sweeny 205 $aSecond edition. 210 1$aThousand Oaks, California :$cCorwin Press ;$a[Reston, Virginia] :$cNational Association of Secondary School Prinicipals,$d[2008] 210 4$dİ2008 215 $a1 online resource (296 p.) 300 $a"A Joint Publication National Association of Secondary School Prinicipals." 311 $a1-4129-4461-9 311 $a1-4129-4460-0 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""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""; ""Chapter 1 - Getting off to the Right Start""; ""Differences Make All the Difference""; ""Critical Distinctions""; ""Effective at What? Treat Individuals Individually""; ""What Recent Research Says Happens in Mentoring"" 327 $a""Using a Model of Teacher Development to Guide Program and Practice""""The Concerns-Based Adoption Model (CBAM)""; ""The Concept for Each CBAM Stage of Concern""; ""Assessing and Using Data on New Teacher Needs""; ""The Needs Assessment Process""; ""Three Concepts Essential for Program Success""; ""The Big Picture: The High Impact Program Components""; ""Are all of These Program Pieces Really Needed?""; ""Chapter 2 - The Program Design Process""; ""Design from the Destination""; ""Start with the Students""; ""Defining the Kind of Teaching Needed to Increase Student Success"" 327 $a""Defining the Kind of Mentoring Needed for Teacher and Student Success""""Defining a Training to Increase Mentor, Teacher, and Student Success""; ""Leadership and Program Structures to Increase Mentor, Teacher, and Student Success""; ""The Sequence for Creating a Successful Program""; ""The First Step: Establish a Program Leadership Group""; ""The Next Step: Identify a Program Coordinator""; ""Roles of the Program Coordinator""; ""Deciding the Sequence for Implementing Program Components""; ""Approaches to Implementing the Program""; ""What if You Already Have a Program Started?"" 327 $a""Working Toward the Ideal Induction Program Model"" 330 $aUse these step-by-step strategies to develop and implement a proven program that links to districtwide goals and results in highly qualified teachers and increased student achievement. 606 $aTeacher orientation$zUnited States 606 $aMentoring in education$zUnited States 606 $aFirst year teachers$xSupervision of$zUnited States 615 0$aTeacher orientation 615 0$aMentoring in education 615 0$aFirst year teachers$xSupervision of 676 $a371.102 700 $aSweeny$b Barry W.$01708579 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811683603321 996 $aLeading the teacher induction and mentoring program$94097702 997 $aUNINA