Success is Possible

Creating a Mentoring Program to Support K-12 Teachers

Stefanie R. Sorbet and Patricia Kohler-Evans

Teacher retention is of utmost importance at a time when so many young teachers choose not to remain in the profession. Teachers exiting the profession cite a lack of administrative support throughout their first years in the classroom.

Implementing mentoring programs for beginning teachers will guarantee help and assistance during the difficult time of adjusting to a new career. Mentoring programs are critical when teachers are leaving the profession as quickly as they are leaving.

Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.

Rowman & Littlefield Publishers

Pages: 124 • Trim: 6 x 8¾

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)

Subjects: Education / Teaching Methods & Materials / General, Education / Professional Development, Education / Administration / Elementary & Secondary

Success is Possible

Creating a Mentoring Program to Support K-12 Teachers

Hardback

Paperback

eBook

Summary

Teacher retention is of utmost importance at a time when so many young teachers choose not to remain in the profession. Teachers exiting the profession cite a lack of administrative support throughout their first years in the classroom.

Implementing mentoring programs for beginning teachers will guarantee help and assistance during the difficult time of adjusting to a new career. Mentoring programs are critical when teachers are leaving the profession as quickly as they are leaving.

Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.

Details

Rowman & Littlefield Publishers

Pages: 124 • Trim: 6 x 8¾

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)

Subjects: Education / Teaching Methods & Materials / General, Education / Professional Development, Education / Administration / Elementary & Secondary

Author

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.

Table of Contents

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

Reviews

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

Success is Possible

Creating a Mentoring Program to Support K-12 Teachers

Stefanie R. Sorbet and Patricia Kohler-Evans

Success is Possible

Creating a Mentoring Program to Support K-12 Teachers

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