Rowman & Littlefield Publishers
Pages: 124
•
Trim: 6 x 9
978-1-4758-4939-4 • Hardback • August 2019 • $56.00 • (£37.95)
978-1-4758-4940-0 • Paperback • August 2019 • $28.00 • (£18.95)
978-1-4758-4953-0 • eBook • August 2019 • $26.50 • (£17.95)
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.
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
Mentoring new teachers can be a win/win situation if designed with the growth of both the new teacher and mentor in mind. This design will advance the knowledge and skills of both educators involved, and better the odds of retaining highly skilled professionals that are solution-focused and student-centered.
— Kimberley Renee Calhoon, Director of AR SIM Project, AR Diamond School and National School to Watch
Recruiting, retaining, and developing highly effective teachers is grounded in a strong mentorship where all benefit from the relationships and strategies. School leaders struggle to create and maintain effective mentor programs to grow all levels of teachers. Sorbet and Kohler-Evans offer real solutions from designing to accountability elements. Success Is Possible offers practical, research-based processes school leaders and districts seek to create successful mentoring programs for all.
— Amanda Shuford Mayeaux, Ed.D., Assistant Professor, University of Louisiana at Lafayette, 2006 Disney Teacher of the Year
The information in Success Is Possible is invaluable to administrators. Mentor teachers not only increase teacher capacity, they also increase teacher retention. Our new teachers need this embedded support to be successful and to remain in this profession.
— Donna Heckel-Reno, Director of Special Education, Einstein Charter Schools
In Success is Possible, Sorbet and Kohler-Evans provide a practical, research-based guide to assist districts in the implementation of a high-quality mentoring program.
— Heloise LaFrance, Staff Development Coordinator, Livingston Parish public schools, Livingston, Louisiana
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.
— Patti Hunter, Coordinator of Field Experience, Department of Elementary, Literacy, and Special Education, College of Education, University of Central Arkansas