Academic literature on the topic 'School-wide mentoring'
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Journal articles on the topic "School-wide mentoring"
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Lick, Dale W. "Whole-Faculty Study Groups: Facilitating Mentoring for School-wide Change." Theory Into Practice 39, no. 1 (February 2000): 43–49. http://dx.doi.org/10.1207/s15430421tip3901_7.
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Haddock, Shelley A., Toni Schindler Zimmerman, April Gile Thomas, Lindsey M. Weiler, Jen Krafchick, and Gereon J. Fredrickson. "A Qualitative Analysis of Mentee Experiences in a Campus-Based Mentoring Program." Journal of Youth Development 12, no. 4 (December 13, 2017): 61–80. http://dx.doi.org/10.5195/jyd.2017.496.
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Preventing first-time offending youth from repeating delinquent behavior is of interest to society. Empirical evidence indicates that high-quality mentoring can prevent a wide array of negative outcomes for at-risk youth. This study examines the perspectives of 87 first-time offending youth, ages 10 to 18 years (M = 15), who participated in Campus Connections: Therapeutic Mentoring of At-Risk Youth. Through in-depth individual interviews, youth reported that mentoring helped them: (a) improve school experiences and performance, (b) create healthier relationships, (c) feel better about themselves, (d) think more positively about their future, and (e) decrease engagement in delinquency. The mentees attributed program components as well as the relationship with their mentor as important. These program components can be integrated into other mentoring programs.
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Kraft, Matthew A., and Grace T. Falken. "A Blueprint for Scaling Tutoring and Mentoring Across Public Schools." AERA Open 7 (January 2021): 233285842110428. http://dx.doi.org/10.1177/23328584211042858.
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In this thought experiment, we explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public education system. We first synthesize the tutoring and mentoring literature and characterize the landscape of existing tutoring programs. We then outline a blueprint for integrating federally funded and locally delivered tutoring into the school day. High school students would serve as tutors/mentors in elementary schools via an elective class, college students in middle schools via federal work-study, and 2- and 4-year college graduates in high schools via AmeriCorps. We envision an incremental, demand-driven expansion process with priority given to high-needs schools. Our blueprint highlights a range of design tradeoffs, implementation challenges, and program costs. We estimate that targeted approaches to scaling school-wide tutoring nationally, such as focusing on K–8 Title I schools, would cost between $5 and $16 billion annually.
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Bynum, Yvette P., and Clara Young. "Female Superintendents and the Effects of Mentoring Relationships." International Journal for Innovation Education and Research 3, no. 10 (October 31, 2015): 117–25. http://dx.doi.org/10.31686/ijier.vol3.iss10.452.
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Women make up the majority of personnel in today’s school systems yet few are employed in the highest position-superintendent. In one southern state, the State Department of Education (2009) reported 22 % of superintendents were women. Nationwide, the percentage is 24.1% (Kowalski, McCord, Petersen, Young, & Ellerson, 2011). However, in comparison to the number of women who begin their careers in education, there is still a wide inequity between the percentages of those in the ranks and those in positions of superintendent (Katz, 2012). One of the reasons for the lack of women in upper level administration is the lack of mentoring, both formal and informal. Therefore, mentoring becomes an essential element in providing the guidance and support for women who aspire to be in a leadership position.This study examined the effects of career and psychosocial mentoring functions on the careers of women superintendents currently serving in a southern state by exploring both informal and formal mentoring relationships and the way these relationships serve as effective tools on the position attained and career development. The results of this study showed that the career mentoring functions and psychosocial mentoring functions had a statistically significant impact on the careers of female superintendents. Findings from this research indicate that mentoring relationships have the potential for female administrators to make successful career advancement.
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Kashaev, Andrey A. "Rural school vs low learning outcomes." Pedagogy Of Rural School 1, no. 7 (2021): 59–70. http://dx.doi.org/10.20323/2686-8652-2021-1-7-59-70.
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The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.
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Alvarado, Rhina, and Laydy Reyes. "AMP: Mentoring and Advising Platform to Foster Learning." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (September 19, 2015): 90. http://dx.doi.org/10.13021/g89025.
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Mason's college access program, Early Identification Program (EIP), houses the Academic Mentoring Program (AMP): a platform that provides mentoring and advising to over 575 first-generation college students in grades 8-12 in the Northern Virginia area from seven local public school systems. AMP provides academic enrichment and support to complement coursework taught at students' base schools. AMP creates a positive learning environment that embodies a student-centered approach that is holistic. AMP offers outreach support to engage students one-on-one to allow them an outlet for self-expression that contributes to their well-being. AMP provides students with over 50 academic mentors: current Mason undergraduates, graduates, international students, and alumni from a wide range of majors across Mason's schools and colleges. Academic mentors play a leadership role in mentoring and advising students regarding college access issues to promote academic development, self-advocacy, and major/career exploration. Blooms taxonomy, inquiry-based learning, and StrengthsFinder are implemented as tools for mentor-mentee engagement. In addition, AMP actively seeks collaborations with Mason units around leadership training and curriculum around study skills, learning styles, and metacognitive strategies and the ways in which these practices contribute to the science of learning.
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Mullen, Carol A., and Dale H. Schunk. "A View of Professional Learning Communities Through Three Frames: Leadership, organization, and culture." Articles 45, no. 2 (February 7, 2011): 185–203. http://dx.doi.org/10.7202/045603ar.
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In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames – leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for system-wide change and collaborative mentorship in public schools. Implications for collaborative mentorship within PLCs are uncovered in relation to the professional learning of teachers and leaders and their community development. We dovetail the literature on learning, learning communities, and mentoring in order to identify such expanded possibilities for school teams that are supported by practical examples of change.
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Želvys, Rimantas, and Sonata Čigienė. "Management of the Mentoring Process in Vilnius City Secondary Schools." Pedagogika 123, no. 3 (September 2, 2016): 55–66. http://dx.doi.org/10.15823/p.2016.33.
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The importance of mentorship in the field of education is disclosed by the projects under implementation or already implemented where the activities related to the development of mentorship in the educational system of Lithuania are depicted.
However, the activity of the mentor himself/herself is prevailing in the mentorship researches as well as in practice. The activity and possibilities of manager in the process of mentorship are not analyzed or analyzed only episodically.
The aim of this study is to find out whether the schoolmasters manage the process of mentorship and which possibilities of it they use and to prepare recommendations for schoolmasters in the field of mentorship based on the results obtained.
The following scientific problem is formulated: what are the possibilities of the managers to manage the process of mentorship as the tool to implement the aims of the organization and the effect to the employees; what would be the use of it, what are the forms of possible organization. This attitude to mentorship from the position of manager is not much analyzed until now.
The aim of the study – to disclose the activity of the manager in the process of mentorship in secondary schools of Vilnius city.
Tasks:
1. Describe the process of mentorship under analysis.
2. Review the possibilities and needs of the manager to use mentorship as the tool of education of employees and formation of microclimate of school.
3. Reveal the activity of the manager in the process of mentorship in secondary schools of Vilnius city.
Object: the activities of managers of secondary schools of Vilnius city in the process of mentorship in 2013–2014.
Hypothesis:
H1 – in cases mentorship is regulated at school the results achieved are clear and can be evaluated.
H2 – in cases the manager is prepared and participates in the process of mentorship the results achieved correspond to the targets set.
Methods of research: analysis of scientific literature and documentation of the field of education, questionnaire, partly structural interview, data analysis, summarizing and explication.
The process of mentorship and the possibilities of the manager to use it in his/her activities are described in the study. The quantitative and qualitative research revealing the spread of mentorship its forms, target group, participation of managers and attitude to the possibilities of mentorship in the secondary schools of Vilnius city. The research showed the following:
• The mentorship process for the young as well as experienced employee at school is wide spread, nevertheless, the level of this activity is different;
• The mentorship could be used for the development of young as well as experienced employees (in the problematic or new fields), also for the development of mentors and formation of microclimate.
• Active participation of the manager in the process of the mentorship determines focused mentorship, more precise compliance of the results to the ones planned;
During the research hypothesis H1 and H2 were confirmed.
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Richards, K. Andrew, and Thomas J. Templin. "The Influence of a State Mandated Induction Assistance Program on the Socialization of a Beginning Physical Education Teacher." Journal of Teaching in Physical Education 30, no. 4 (October 2011): 340–57. http://dx.doi.org/10.1123/jtpe.30.4.340.
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Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and interviews with Janet’s mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method. Results indicate that Janet was exposed to several forms of assistance including a state wide induction assistance initiative called the State Mentoring and Assessment Program (S-MAP). She found the informal assistance provided by her teaching colleague and the community of practice they formed to be among the most important elements of her induction, and she was critical of the formal support she received through the S-MAP.
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Alila, Sanna, Satu Uusiautti, and Kaarina Määttä. "The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood." Journal of Education and Learning 5, no. 3 (July 20, 2016): 297. http://dx.doi.org/10.5539/jel.v5n3p297.
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<p>In this study, the purpose was to study what kind of supervision supports inclusive teacherhood the best. Inclusive teacherhood means a teacher’s professional development and the school culture’s change toward participatory school for all students. The study investigated the perceptions of supervisors with a teaching background. This was a qualitative research in which the data were obtained using the focus-group interview method. The interviews were conducted in five places in Finland. The analysis involved a combination of phenomenography, particularly the application called the variation theory, and the classic analysis of the focus-group research method. According to the findings, supervision that supports inclusive teacherhood can be viewed from two wide perspectives that represent its special features. They are the principles of supervision and the practical execution and special methods of supervision that differ from other mentoring forms. The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. The special practices of supervision are varied methods, attention to the supervisees’ needs, and appreciation of the supervision process. At its best, supervision supports inclusive teacherhood by supporting and empowering teachers’ in their work.</p>
Dissertations / Theses on the topic "School-wide mentoring"
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Chen, I.-Lingh Luke. "Case study of a school-wide, one-on-one, teacher-student mentoring program in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176614.
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Youth need guidance to maximize their potentials, develop in a sound and well-rounded way, and steer clear of trouble. This is especially so nowadays, due to the complexity of today’s world as well as the greater exposure to a variety of influences that advances in communications technology have brought with them. However, familial trends are such that less rather than more guidance might be available through the home or extended family today. Schools have taken on the brunt of providing this guidance through a variety of guidance programs. One way a particular secondary school in Hong Kong provides this guidance is by instituting a school-wide mentoring program, providing each student with a teacher designated as his personal mentor.
While it is true that teachers in Hong Kong have always understood themselves as having a guidance role especially as class tutors for their own classes, and it is also true that mentoring has already been widely used in a variety of youth settings to provide guidance, efforts to combine the two and use teachers as mentors in a formal mentoring program for all the students in the school are less common but also seem to be on the rise. At any rate, research evidence for such programs is lacking and in the context of Hong Kong, virtually non-existent. Questions thus arise as to whether such school-wide, school-based mentoring programs using teachers can actually be successfully put in place; whether they actually have merit when put in place; and if they do have benefits, what kind and what extent of benefits actually accrue, and how might they be maximized.
This case study is an attempt to address the above questions by seeking a deeper understanding of the mentoring program in the particular school. Specifically, it seeks first to clarify what the actual implementation of the mentoring program in the school looks like. Secondly, it seeks to consider how the program can be made more effective by identifying factors that affect the outcomes of such mentoring as well as by uncovering points of leverage specific to the case school.
The research context of this study is in the domain of mentoring literature. At the same time, perspectives from the field of guidance in schools are also given due consideration. As a case study, a mix of qualitative and quantitative methods are used alongside each other and these include in-depth interviews with students and teachers and a survey of the student population of the school at large.
The results show that though the actual implementation may not be as smooth as theorized, the program has already been reaping benefits. The program is also likely to reap even greater benefits if steps are taken to address issues such as clarity of objectives and commitment of staff and if it incorporates certain features of other well-run mentoring programs such as the provision of ongoing training, and program activities to support the development of the mentoring relationship.
The results also confirm that factors commonly expected to be moderators of mentoring effectiveness such as the intensity and quality of the mentor-mentee relationship were indeed also moderators in the school’s program and that factors more specific to the program’s context such as goal-setting and whether the personal tutor was also the class tutor also had significant effects. It further suggested that mentoring the mentors could also be a key part of the equation in the bid to enhance program effectiveness.
Overall, while acknowledging several areas requiring further research, the findings of the study do endorse the case school’s model of a teacher-led school-wide mentoring program for students as an effective guidance strategy which fits well into a whole-school approach to guidance. The study has also been a significant step towards understanding the inner workings and potential difficulties in implementing such mentoring programs and can thus serve as a guide to schools wishing to venture into this area and can contribute to the base of literature regarding such mentoring programs.published_or_final_version
Education
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Master of Education
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McLaughlin, Marc D. "Optimal parenting behaviors in early adolescents' relationships with numerous adults preliminary survey development and factor analysis /." Connect to this document online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1111780797.
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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.Title from first page of PDF document. Document formatted into pages; contains [1], ix, 137 p. Includes bibliographical references (p. 108-113).
Books on the topic "School-wide mentoring"
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Lovett, Michael J. Retaining Great Teachers: School-Wide Strategies for Supporting and Mentoring New and Veteran Teachers. Master Teacher, 2002.
Find full textBook chapters on the topic "School-wide mentoring"
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Clouse, Nancy K. Gagen, Sandra R. Williams, and Roberta D. Evans. "Developing an Online Mentoring Program for Beginning Teachers." In Adaptation, Resistance and Access to Instructional Technologies, 410–28. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-854-4.ch024.
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If schools are to retain well-qualified and much needed new teachers, it is important that teachers are provided a variety of resources for helping them through the transition from pre-service education to the classroom. An electronic mentoring program that provides school administrators and teachers a connection to a wide spectrum of professional contacts without the constraints of time and distance can be a valuable tool for the retention and professional development of this precious human resource. The leadership role for an electronic mentoring program calls for a unique combination of in-depth knowledge of the developmental needs of beginning teachers, a plan for development of an online program based on knowledge of the necessary program components, an understanding of professional development and adult learning, skills to effectively communicate online, and the ability to work in a collaborative, facilitative, and ever-changing environment.
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Burns, Raquel M., Colleen E. Commisso, Irem B. Karabacak, and Brenna K. Wood. "Doctoral Student Involvement in Online Course Development." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 110–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch006.
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As modes of course delivery evolve so do the demands for instructors with experience both online and in-person. Traditionally, advanced graduate students in special education gain experiences through “in-person,” co-teaching, or graduate/teaching assistant experiences. Further, if given the opportunity to teach online, the course is usually already developed with little or no opportunity to build additional online modules. In this chapter, the authors will describe a course during which an instructor and seven PhD students work as a collaborative learning community to develop an online version of an “in-person” introduction to special education course. A unique feature of the class was the online version needed to address a broad range of pre-service school personnel (e.g., pre-service: teachers, school counselors, school psychology students). Although the focus of this chapter is the development of an online introductory course, the strategies covered can be used to develop a wide range of online course topics.
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Zugelder, Bryan S. "Instructional Leadership." In Advances in Educational Marketing, Administration, and Leadership, 25–50. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch002.
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While principals are ultimately accountable for instructional leadership, they also are burdened by the increasing demands of the administrative job and, therefore, must rely on the capable teaching professionals to help carry out the instructional mission of the school. Indicators of instructional leadership for teacher leaders include coaching and mentoring, collaboration, and understanding the context of school and community. This chapter addresses the constructs of instructional leadership, including 1) understanding effective instructional practices, 2) alignment of school-wide instructional systems, 3) use of data to improve instruction, 4) the fostering of collective continuous improvement, and 5) inclusion of collaborative professional development for school personnel to build professional capacity and leadership in all. The intersection between principal and teacher leader roles, as a premise for distributive leadership, will be explored and proposed with recommendations for future research.
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Holden, Lynne M. "Mentoring in Medicine (MIM): Motivating and Enabling Disadvantaged Youth to Become the Next Generation of Minority Health Professionals." In Transforming Biomedical Informatics and Health Information Access: Don Lindberg and the U.S. National Library of Medicine. IOS Press, 2022. http://dx.doi.org/10.3233/shti211003.
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Mentoring in Medicine, Inc (MIM) is a nonprofit health and science youth development organization based in the Bronx, NY. Founded in 2006 by three physicians and an engineer-trained entrepreneur, MIM’s organizational goal is to expose socioeconomically disadvantaged students to the wide variety of health and science careers and to increase the health literacy of their communities. It is aligned with the outreach mission of the U.S. National Library of Medicine (NLM) whose former Director, Donald A.B. Lindberg M.D., fostered an enduring relationship. Technical assistance, evaluation, and financial support provided under his leadership helped MIM to become a nationally recognized organization leading the field to diversify health careers and to increase health literacy in often hard to reach populations. Through live and virtual programming, MIM has impacted nearly 58,000 students, parents, and educators in urban epicenters in the U.S. The MIM Team has helped 503 students who were discouraged to build a competitive application and matriculate in health professional school. MIM has 88 press features highlighting its work in the community.
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Larkin, Douglas B., Liz Carletta, Suzanne Poole Patzelt, and Khadija Ahmed. "Making Sense of Science Teacher Retention: Teacher Embeddedness and Its Implications for New Teacher Support." In Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts. American Association for the Advancement of Science, 2022. http://dx.doi.org/10.1126/aaas.add8022.
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This chapter reports initial findings from IMPREST, a 5-year research project that aims to investigate novice science teacher retention in the United States, with a focus on the underlying factors influencing retention for the teachers who stay. The goal of this project is to describe efforts to support novice science teachers across a wide range of school and community environments in places where the retention rate of novice science teachers is demonstrably well above average. In such districts, there are stakeholders who know and have learned a great deal about how to support novice science teachers and create conditions for their success, including district administrators, science supervisors, teachers, and community members, and a core aim of this project is to spread their hard-won practical wisdom to a wider audience. In this chapter, we report the design of the project, introduce the theory of teacher embeddedness used in this research, and share preliminary findings from case studies in six school districts. This study found that retained teachers placed a high value on collaborative environments, adequate resources and salary, and the relationships they developed both within the school organization and the community. In many of the case study districts, the collective mentoring efforts of the science department as a whole was viewed by teachers as more important for retention than individually assigned mentors. In these districts, the human resources process of “onboarding” into the job was distinct from induction efforts to provide longitudinal new teacher supports. One clear implication from this study is the value of adequate common planning time, shared spaces, and engagement in informal relationship-building efforts because doing so helps teachers develop the links necessary to sustain themselves professionally over time.