Get the full ebook with Bonus Features for a Better Reading Experience on ebookgate.

com

Leading the Teacher Induction and Mentoring

Program 2nd Edition Barry W. Sweeny

https://ebookgate.com/product/leading-the-teacher-induction-
and-mentoring-program-2nd-edition-barry-w-sweeny/

OR CLICK HERE

DOWLOAD NOW

Download more ebook instantly today at https://ebookgate.com

Instant digital products (PDF, ePub, MOBI) available
Download now and explore formats that suit you...

Mentoring Program Development Relationships and Outcomes

1st Edition Michael I. Keel

https://ebookgate.com/product/mentoring-program-development-
relationships-and-outcomes-1st-edition-michael-i-keel/

ebookgate.com

Leading With Teacher Emotions in Mind Kenneth Leithwood

https://ebookgate.com/product/leading-with-teacher-emotions-in-mind-
kenneth-leithwood/

ebookgate.com

Ovulation Induction 2nd Edition Surveen Gumman

https://ebookgate.com/product/ovulation-induction-2nd-edition-surveen-
gumman/

ebookgate.com

The Psychology of Coaching Mentoring and Learning 2nd ed

2nd Edition Ho Law

https://ebookgate.com/product/the-psychology-of-coaching-mentoring-
and-learning-2nd-ed-2nd-edition-ho-law/

ebookgate.com
The HM Learning and Study Skills Program Level 2 Teacher s
Guide 4th Edition Judy Tilton Brunner

https://ebookgate.com/product/the-hm-learning-and-study-skills-
program-level-2-teacher-s-guide-4th-edition-judy-tilton-brunner/

ebookgate.com

The Leading Man Hollywood and the Presidential Image 1ST

Edition Professor Burton W. Peretti

https://ebookgate.com/product/the-leading-man-hollywood-and-the-
presidential-image-1st-edition-professor-burton-w-peretti/

ebookgate.com

Managing and Leading 44 Lessons Learned for Pharmacists

Paul W. Bush

https://ebookgate.com/product/managing-and-leading-44-lessons-learned-
for-pharmacists-paul-w-bush/

ebookgate.com

Crucial Mentoring Conversations 2nd Edition Revised and

Expanded Niël Steinmann

https://ebookgate.com/product/crucial-mentoring-conversations-2nd-
edition-revised-and-expanded-niel-steinmann/

ebookgate.com

Lies my teacher told me 1st Edition James W. Loewen

https://ebookgate.com/product/lies-my-teacher-told-me-1st-edition-
james-w-loewen/

ebookgate.com
Leading the
TEACHER
INDUCTION
and
MENTORING
PROGRAM second
edition
Leading the
TEACHER
INDUCTION
and
MENTORING
PROGRAM second edition

---BarryW Sweeny---

A Joint Publication

CORWIN PRESS NATIONAL ASSOCIATION

OF SECONDARY SCHOOL
A SAGE Publications Company
Thousand Oaks, CA 91320 PRINCIP ALS
promoting excellence in middle andhighschoof leadership
Copyright © 2008 by Corwin Press

All rights reserved. When forms and sample documents are included, their use is authorized only by
educators, local school sites, and/or noncommercial and nonprofit entities who have purchased the book.
Except for that usage, no part of this book may be reproduced or utilized in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the publisher.

For information:
Corwin Press Sage Publications India Pvt. Ltd.
A Sage Publications Company B 1/I 1 Mohan Cooperative Industrial Area
2455 Teller Road Mathura Road, New Delhi 110 044
Thousand Oaks, California 91320 India
www.corwinpress.com

Sage Publications Ltd. Sage Publications Asia-Pacific Pte. Ltd.

1 Oliver’s Yard 33 Pekin Street #02-01
55 City Road Far East Square
London EC1Y 1SP Singapore 048763
United Kingdom

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Sweeny, Barry W.
Leading the teacher induction and mentoring program/Barry W. Sweeny.—2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-4460-1 (cloth)
ISBN 978-1-4129-4461-8 (pbk.)
1. Teacher orientation—United States. 2. Mentoring in education—United States.
3. First-year teachers—Supervision of—United States. I. Title.

LB1731.4.S88 2008
371.102—dc22 2007014593

This book is printed on acid-free paper.

07 08 09 10 11 12 10 9 8 7 6 5 4 3 2 1

Acquisitions Editor: Cathy Hernandez

Editorial Assistants: Megan Bedell, Charline Wu
Production Editor: Denise Santoyo
Copy Editor: Susan Jarvis
Proofreader: Dennis W. Webb
Typesetter: C&M Digitals (P) Ltd.
Indexers: Nara Wood and Kathleen Paparchontis
Cover Designer: Scott Van Atta
 Contents

List of Figures ix
Preface xiii
Acknowledgments xv
About the Author xvii

Introduction 1
Mentoring Questions Leaders Want Answered 1
Defining Mentoring, Induction, and Peer Coaching 2
The Increasing Importance of Mentoring and Induction 3
The Compelling Rationale for Mentoring and Induction 3
1. Getting Off to the Right Start 7
Differences Make All the Difference 7
Critical Distinctions 8
Effective at What? Treat Individuals Individually 9
What Recent Research Says Happens in Mentoring 10
Using a Model of Teacher Development to
Guide Program and Practice 11
The Concerns-Based Adoption Model (CBAM) 12
The Concept for Each CBAM Stage of Concern 12
Assessing and Using Data on New Teacher Needs 15
The Needs Assessment Process 16
Three Concepts Essential for Program Success 21
The Big Picture: The High Impact Program Components 23
Are All of These Program Pieces Really Needed? 27
2. The Program Design Process 29
Design From the Destination 29
Start With the Students 31
Defining the Kind of Teaching Needed to
Increase Student Success 32
Defining the Kind of Mentoring Needed for
Teacher and Student Success 32
Defining a Training to Increase Mentor, Teacher,
and Student Success 33
 Leadership and Program Structures to Increase
Mentor, Teacher, and Student Success 33
The Sequence for Creating a Successful Program 34
The First Step: Establish a Program Leadership Group 35
The Next Step: Identify a Program Coordinator 35
Roles of the Program Coordinator 37
Deciding the Sequence for Implementing Program Components 38
Approaches to Implementing the Program 39
What if You Already Have a Program Started? 41
Use the CBAM to Guide Implementation Decisions 42
Defining Program Purposes, Goals, and Objectives 42
Developing Components That Address Program Goals 45
Do You Need a Single- or Multiple-Year Program? 47
A Summary 51
3. Induction Structures for Effective
New Teacher Development 53
Components of a High Impact Induction Program 53
The Evolving Picture of Your Protégés 54
Using the CBAM to Design Induction 55
Designing an Effective Initial Orientation 56
Best Practices That Address Beginning Teacher Needs 57
Using “Words From the Wise” at Novice Teacher Orientation 58
A Second-Year Teacher Panel 58
Two Ideas for a Mentor Panel 59
Developmentally Appropriate Orientation and Mentoring 60
Some Alternative Orientation and Mentoring Models 62
Protégé Training 65
Protégé Observations of Expert Practitioners 73
Protégé Peer Support 75
Protégé Reflective Practice and the Professional Standards 79
Use of Professional Development Goals and Plans 80
The Professional Development Portfolio 83
The Mentor in the Middle 90
The Mentoring Bridge 91
Working Toward the Ideal Induction Program Model 93
4. Providing the Time for Effective Mentoring 95
Full- or Part-Time Mentoring? 95
Finding and Making Time for Mentoring 97
Find Time “Pieces” by Thinking Creatively 98
The Commitment to Effectiveness in Induction and Mentoring 99
Monitoring Mentoring Time 100
5. Designing Components of a High Impact
Mentoring Program 103
Defining Roles and Tasks of Participants 103
What to Do With the List of Characteristics of Effective Mentors 105
Roles and Tasks of the Ideal Mentor 106
Matching Assistance to Protégé Needs 110
 Roles and Tasks of Protégés 112
Roles and Tasks of Site Administrators 112
How Administrators Should Support Mentors 121
Mentor Recruitment 123
Mentor Selection and Mentor-Protégé Matching 127
How Does a Balanced Selection and Matching Process Work? 130
Making the Decision About Assigning Mentors to
the Mentor “Pool” 135
Matching of Mentors and Protégés 137
Dealing with a Mentor-Protégé Mismatch 141
Mentor Support After Training 145
Mentoring of Mentors: Program Leader Support of Individual Mentors 148
Mentor Incentives and Recognition 149
6. Designing a High Impact Mentor Training 153
Who Should Lead Mentor Training? 154
What are the Themes for High Impact Mentor Training 155
What is the Sequence for Content and Activities in Mentor Training? 163
Detailed Training Activities and Directions 168
Possible Elements to Add to the Mentor Training Model 197
Resources for the Mentor Training 197
What Follow-Up Support Is Needed to Ensure
Mentor Implementation of Training? 212
7. Evaluating, Improving, and Sustaining the Program 215
Using the Research Showing Induction’s Impact on Results 218
The Effects of Not Supporting Beginning Teachers 218
The Evidence That Induction Improves the
Teaching of Beginners 219
Evidence for Induction and Student Learning Improvement 219
Basic Evaluation Knowledge 220
Designing an Evaluation Process and Plan 221
Demonstrating Compelling Return on Investment From Induction 239
Research on Return on Investment for Induction and Mentoring 239
Other Strategies for Supporting and Sustaining the Program 241
A Last Word 243
Resources 245
I. Internet and Organization Resources for Mentoring 246
II. Mentor Training Activity: Practice in Identification
of CBAM Stages of Concern 248
III. Mentor Practice Scenarios: Ending Your Conversations 258

References 263
Index 267
 List of Figures

Chapter 1
Figure 1.1 Clarifying the Critical Differences in Roles 9
Figure 1.2 The CBAM Stages of Concern 13
Figure 1.3 CBAM Stages of Concern Practice Activity 15
Figure 1.4 The Perceived Needs of Beginning Teachers:
Veenman’s 1984 Meta-Analysis 17
Figure 1.5 The Perceived Needs of Beginning Teachers:
Sandra Odell’s Research, 1986 17
Figure 1.6 New Teacher Topical Needs Assessment 19
Figure 1.7 An Example of Creating Synergy by Using One Program
Component to Increase the Impact of Other Components 24
Figure 1.8 Components Needed for High Impact Induction and
Mentoring Programs 25
Figure 1.9 How Typical and Exemplary Induction Program
Components Support Protégé Growth on the CBAM
Stages of Concern 28

Chapter 2 29
Figure 2.1 Chain of Causes and Effects 30
Figure 2.2 Think of Design, Implementation, and Evaluation Together 31
Figure 2.3 Best Practice Sequence for Induction Program Design 36
Figure 2.4 Think of Design, Implementation, and Evaluation Together 39
Figure 2.5A Example of Gradually Implementing an Induction
Program, Part A 40
Figure 2.5B Example of Gradually Implementing an Induction
Program, Part B 41
Figure 2.6 Definitions and Examples: Purpose, Goals, and Objectives 43
Figure 2.7 Ensuring That Induction and Mentoring Activities are Led
by Your Program Goals 46
Figure 2.8A Part A Example: Transitions in a Four-Year Induction Experience 50
Figure 2.8B Part B Example: Transitions in a Four-Year Induction Experience 51

Chapter 3 53
Figure 3.1 Components of a High Impact Induction Program 54
Figure 3.2 There are Many Kinds of “Beginning” Educators 56
Figure 3.3 Sample Orientation Program Schedule 61
Figure 3.4 How Typical and Exemplary Initial Orientation Supports
Protégé Growth on the CBAM Stages of Concern 62
Figure 3.5 Option 2: Integrated Orientation and Mentoring—Protégé Part 63
Figure 3.6 Option 3: A Model for Mentor Training During
Orientation—Mentor Half of Overlap 64
Figure 3.7 A Sample Collaborative New Teacher Seminar Program 66
Figure 3.8 How Typical and Exemplary Protégé Training Supports
Protégé Growth on the CBAM Stages of Concern 68
Figure 3.9 How Typical and Exemplary Protégé Observations
Support Protégé Growth on the CBAM Stages of Concern 75
Figure 3.10 Strategy for Supporting, Capturing, and Celebrating
Protégé Growth 77
Figure 3.11 How Typical and Exemplary Protégé Peer Support Activities
Support Protégé Growth on the CBAM Stages of Concern 78
Figure 3.12 How Typical and Exemplary Professional Development Goals,
Plans, and Portfolios Support Protégé Growth on the
CBAM Stages of Concern 80
Figure 3.13 How Typical and Exemplary Mentoring Supports Protégé
Growth on the CBAM Stages of Concern 91
Figure 3.14 The Roles of Mentoring and Coaching in Improving Teaching
and Learning (Bridge Diagram) 92

Chapter 5 103
Figure 5.1 Using Characteristics to Define Mentor Roles and Tasks 105
Figure 5.2 Guidelines for Choosing a Guide or a Mentor: Providing
Assistance That Is Matched to Need 111
Figure 5.3 Complementary Characteristics of Effective Mentors and Protégés 113
Figure 5.4A Who Does What Before School Starts? 118
Figure 5.4B Who Does What Before School Starts? 119
Figure 5.5 Who Does What During the First Week? 120
Figure 5.6 A Recommended Mentor Selection and Matching Process Map 131
Figure 5.7 Correlating Recruitment, Selection, and Matching With the CBAM 132
Figure 5.8A A Selection Process With Staged Criteria and Safeguards 134
Figure 5.8B A Selection Process With Staged Criteria and Safeguards 135
Figure 5.9 Mismatch Approaches 144
Figure 5.10 How Typical and Exemplary Peer Support Activities Support
Mentor Growth on the CBAM Stages of Concern 147
Figure 5.11 How Typical and Exemplary Mentoring of Mentors Supports
Mentor Growth on the CBAM Stages of Concern 148

Chapter 6 153
Figure 6.1 How Typical and Exemplary Mentor Recruitment and Training
Support Mentor Growth on the CBAM Stages of Concern 163
Figure 6.2 Your Knowledge and Skills in Mentoring: A Self-Assessment 198
Figure 6.3 Principles of Adult Learning 199
Figure 6.4 Tally: The Twenty-Three Ways Mentors Help 200
Figure 6.5 Making Sense of Three Mentoring Team Relationships and the
Obstacles They Encountered on a Recurring Basis 201
Figure 6.6 When Is It OK for Mentors to Give Advice? 202
Figure 6.7 Mentoring Styles Self-Assessment 203
Figure 6.8 Mentoring Styles Tally Chart 205
Figure 6.9 Goal Setting Based on Your Personal Mentoring Style 206
Figure 6.10 The Required Shifts in Emphasis During the Developmental
Mentoring Process 207
Figure 6.11 I Don’t Know 208
Figure 6.12 Awareness and Learning Transitions 209
Figure 6.13 Day 3: Coaching Cycle Time Lines 210
Figure 6.14 Comparison of Mentor Coaching and Evaluation 211
Figure 6.15 The High Impact Coaching Model 212

Chapter 7 221
Figure 7.1 Assumptions in the Chain of Causes and Effects 225
Figure 7.2 Evaluation Indicators to Assess the Assumptions in the
Chain of Causes and Effects 227
Figure 7.3 Evaluation Questions That Assess the Evaluation Indicators 228
 Preface

W
hat I stated in the first edition of this book is still true today: most of what has
been written in this field has focused on helping the mentor and the new
teacher. Very little has been written to guide the leaders of teacher mentoring
and induction programs. The first edition was one of the few resources for leaders of pro­
grams. However, so much has changed in education since 2001 that this second edition
must be more than a revision. With this in mind, I have greatly expanded the book to
share all of the step-by-step, practical strategies that I have developed as a consultant and
trainer. Program leaders will find a wealth of resources in this new edition.
In the past, most educational leaders who developed or led a mentoring and induc­
tion program did so out of a laudable desire to better support the initial success of novice
teachers. Doing so is not only the right thing; research indicates that ensuring that success
is an important means for attracting and retaining novice teachers (Fideler & Haselkorn,
1999), which provides significant cost savings.
If you want to develop a teacher induction and mentoring program to better support
new teachers during their initial months and to improve their retention, you can count on
this book to help you accomplish those goals. However, I
suspect that the percentage of readers for whom these are
their only goals is much smaller in 2006 than it was in 2001. Accountability pressures have
Accountability pressures have necessitated that every men- necessitated that every mentoring
toring and induction program must also clearly contribute and induction program must also
to the goals of improving teaching and student achieve- clearly contribute to the goals of
ment. This book is designed to serve exactly that purpose. improving teaching and student
In this age of accountability, your work as an educator achievement.This book is designed
has likely become more challenging. One wonders whether to serve exactly that purpose.
policy makers have forgotten—or perhaps never knew—
what every educator knows is true. Professional development
to improve the learning and skills of educators is the prerequisite for improving students’
learning and achievement. Sadly, some schools have been pressured to stop school
improvement efforts and focus solely on instruction to improve test scores. From my per­
sonal perspective, this is a change for the worse! Effectively addressing these challenges
is exactly why it is time for a new edition of this book to be published.

WHAT YOU WILL FIND IN THIS BOOK

AND HOW IT IS ORGANIZED
The Introduction starts by setting out the fundamental premise on which this book is
based. Next, “Mentoring Questions Leaders Want Answered” are presented. Both of these
sections should be read to determine whether or not this book will effectively meet your

xiii
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
xiv

needs. Finally, a section titled “Defining Mentoring, Induction, and Peer Coaching” will
ensure that you grow beyond your current assumptions and understand all that is pro­
vided in the remainder of the book’s discussion.
Chapter 1, “Getting Off to the Right Start,” provides the background and conceptual
basis for the rest of the book. Whether you need to design and implement a new program,
or your intention is to learn how to improve an already existing program, you’ll be excited
by what you learn in this chapter.
Chapter 2 lays out the overall program design process.
Chapter 3 shows you how to design and develop an induction program so it functions
as a high impact novice teacher support system.
Chapter 4 provides strategies for addressing a major challenge in developing induc­
tion programs—finding or making the time available for effective mentoring.
Chapter 5 leads you through the steps of designing the mentoring program so mentors
have the support they need to achieve high levels of effectiveness. This chapter is packed
with information about mentor recruitment, selection, and matching. In addition, dealing
with mentoring mismatches and incentives for mentoring are given in-depth treatment.
Implementing the ideas in Chapters 1 through 5 will position you to lead the design
and implementation of a powerful “high impact” mentoring and induction program.
Then all the structures but one will be in place for your program to achieve its goals.
Chapter 6 is a comprehensive and practical activity-by-activity guide to powerful
mentor training. I have provided a detailed model based on my own work to show how
you too can design and deliver a high impact mentor training. As a result, your mentors
will learn the skills and insights they need to effectively contribute to the program goals.
Also, you will learn about Mentoring of Mentors, and how to plan and provide the high
quality follow-up support that mentors must have to facilitate improved novice teacher
performance.
In Chapter 7, you’ll learn how to ensure that people do not perceive induction as one
more thing to do, but instead see mentoring and induction as integral to the district’s
improvement process. The research shared in this chapter will help you gain crucial early
support from decision makers. You will also learn how to design and lead an effective and
practical program evaluation process that will improve and demonstrate your program’s
impact.
Finally, there are also three Resources sections to provide further assistance.
If you are responsible for increasing and demonstrating results created by your induc­
tion and mentoring program, this book is the closest thing to a “bible” you will find. It is
written for induction and mentoring program leaders, not only as an immediate help and
inspiration on your first reading, but as a resource to which you can return time after time
and continue to find more help and inspiration.
 Acknowledgments

M
y journey of rewriting the original Leading the Teacher Induction and Mentoring
Program book to create a second, updated and expanded version started just after
learning that Corwin Press had purchased the copyright for that book from the
original publisher. Every step of this process with Corwin has been a great experience.
What professionals! I am so grateful for the friendly, flexible, yet clear process it has been
and for the wonderful people at Corwin with whom I have worked.
Chief among these great folks is my Acquisitions Editor, Cathy Hernandez, whose
thoughtful, appreciative yet challenging assistance has been very helpful. She was
the “face” of Corwin Press, working with and guiding me through some tough phases.
Her Editorial Assistant, Charline Wu, has been so helpful as well, keeping close watch
over many details of the process. Susan Jarvis, my copy editor, was a wonderful encour­
ager and so helpful.
Reviewers are a special part of the process of writing. Mary Hasl is the Mentor Program
Coordinator in Poudre School District, Fort Collins, Colorado. She bought and devoured the
first edition and some of her amazing experiences thereafter are within these pages. She is
a true mentor of mentors and she graciously agreed to review my revised manuscript.
I am grateful to the group of “blind” reviewers of the first edition who have helped
me see the original work through their eyes and to do an even better job this second time.
Thanks also to others who reviewed the manuscript for this revision, including my
brother, Mark Sweeny. Not only were their reviews helpful in perfecting the book, but
they were affirming. These good colleagues in the journey are such a blessing!
Thanks also to those who gave me permission to quote their writing, show their
examples, and use materials from their websites. Educators are wonderful! All this addi­
tional material helped bring the text to life and made it even more practical and visually
appealing.
Thanks must be offered for my terrific wife, Marilyn. During the entire process, she
graciously handled so many other of our life’s details so I could “keep writing.” I love you,
sweetheart! Finally, I give my thanks to my Creator God who gives me joyous and satisfy­
ing work to do each day, opportunities to serve others, the mind, skill and strength to do
it all, an amazingly beautiful world in which to live, and a terrific, loving family. Amen.

PUBLISHER’S ACKNOWLEDGMENTS
Corwin Press gratefully acknowledges the contributions of the following reviewers:

Carol A. Bartell, Dean of the College of Education and Integrative Studies

California State Polytechnic University, Pomona, CA

xv
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
xvi

Jason Fulmer, Induction Teacher Coach

Aiken County School District, Aiken, SC

Janice L. Hall, Associate Professor of Secondary Education

and Director of Field Experiences
Utah State University, Logan, UT

Lori Helman, Assistant Professor of Curriculum and Instruction

University of Minnesota, Minneapolis, MN

Lisa Scherff, Assistant Professor of Secondary English Education

University of Alabama,Tuscaloosa, AL

Jay Scribner, Associate Professor of Educational Leadership and Policy Analysis

University of Missouri-Columbia, Columbus, MO

Vicki Seeger, Literacy Coach

Seaman Unified School District #345, Topeka, KS

Anne Smith, Education Research Analyst

U.S. Department of Education, Washington, DC

Brigitte Tennis, Head Teacher

Stella Schola Middle School, Redmond, WA
 About the Author

Barry W. Sweeny is President of Best Practice Resources, Inc., an indepen­

dent educational consulting firm in Wheaton, Illinois. He has been a con­
sultant, facilitator, trainer, and author since 1987, and a presenter and
keynoter at dozens of conferences. Sweeny has trained thousands of men­
tors and administrators and helped develop or improve hundreds of pro­
grams in school districts, professional associations and collaboratives,
universities, regional agencies, community and governmental agencies,
and businesses all over the world. He is probably best known for his exten­
sive list of mentor training and induction program publications, his men­
toring website at www.teachermentors.com, and his role in founding the ASCD Mentoring
Leadership and Resource Network in 1991, an international network at www.mentors.net.
He is also a Director Emeritus of the International Mentoring Association.
Sweeny has also worked in school improvement, peer coaching, staff development,
and performance-based teaching, learning, and assessment. Previously, he was an award-
winning classroom teacher for twenty-two years, district staff developer and mentor pro­
gram coordinator, and then the Manager of School and Program Development at two
different Regional Offices of Education in Illinois. He was a president of the Illinois Staff
Development Council and has served on or led six national and state-level commissions
on teacher mentoring and induction.
Sweeny’s specialty is development of teacher mentoring and induction programs and
practices which result in high quality instruction and increased student learning. His
“High Impact” model of induction and mentoring is known all over the world for accom­
plishing all the typical goals for supporting and guiding new teachers into the profession
and for creating programs that help districts accomplish their strategic initiatives. “High
Impact Mentoring and Induction” is the only program of its kind in North America. Barry
Sweeny can be reached at sweenyb@sbcglobal.net.

xvii
 Introduction

U
ntil recently, mentor program designers have relied on common sense to guide
their planning. After all, we have all been new teachers and know what they need.
That may have been the case previously, but it is no longer so today. The increased
accountability alone demands new approaches. The design of mentoring and induction
programs is not so straightforward because delivering results is the major priority. Only a
highly effective program will do. Just as teaching has become more complex and challenging,
development of a high-impact program is neither as simple nor as intuitive as it once was.
This book will help you successfully navigate these complexities and develop a mentor­
ing and induction program that meets these challenges and delivers your desired results.

MENTORING QUESTIONS LEADERS WANT ANSWERED

This book will focus on answering leaders’ most frequently asked questions regarding
how to use mentoring and induction to help novice teachers and improve teacher and
student performance. That is the purpose we all serve, and it is what we mean when we
use that word “effective.” Among their many questions are:

• What, besides mentoring, are the components of an effective induction program?

• How can I develop my school’s induction and mentoring program so it will have a
positive impact on student learning and achievement?
• What is the appropriate role of administrators in a mentoring program?
• How can mentoring support teachers and school districts in meeting new require­
ments for initial teacher certification?
• How can I locate the resources needed to support an effective induction program?
• How can I gain support for my program from decision makers?
• What kinds of leadership are needed in an induction program?
• What are the best options for training mentors and for providing incentives, sup­
port, and recognition for mentoring?
• How should our new teacher support program be evaluated and improved so it
will be more effective?
• What are the proven, yet practical, best practices we should use so our program has
the impact we seek?

Whether you are planning to develop a new induction program or are trying to refine
an existing mentoring program to increase its impact, you must eventually address these
and many other challenging questions. Furthermore, you must be sure your answers to
these questions are aligned with your program’s goals and that you do not create more

1
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
2

problems than you solve. If you are intrigued by questions such as those stated above,
this book will be very helpful.

DEFINING MENTORING,
INDUCTION, AND PEER COACHING
For the sake of clarity, the following are the key terms I use in this book. Whether you use
these terms makes no difference, but be sure that everyone in your school district under­
stands your vocabulary.

Common Vocabulary for Uncommon Roles

• Beginning educator: A brand new educator who has little or no previous paid expe­
rience as an educator.
• New teacher: An educator with at least two or more years of paid recent profes­
sional education experience, but who has recently been hired by the district.
• Protégé: A beginning or new educator who is working with a mentor.
• Mentor: The title and status given to a person who assumes the primary responsi­
bility for providing mentoring. The mentor is a more experienced, and frequently
more senior, person who works in a similar location and has a similar level of job
responsibility as their protégé.
• Mentoring: Mentoring is the complex developmental process that mentors use to
support and guide their protégé through the necessary transitions that are part of
learning how to be effective educators and career-long learners.
• Team mentoring: This approach to mentoring divides the tasks of mentoring among
several veteran educators who share the responsibilities based on their individual
strengths. Each contributes in different ways to the development and support of
the protégé.
• Induction: The activities and processes necessary to successfully induct a novice
teacher into the profession and develop a skilled professional.
• Coaching: The support for learning provided by a friend who uses observation,
data collection, and descriptive, nonjudgmental reporting on specific requested
behaviors and technical skills. The goal is to help someone assess their own
patterns of behavior by looking at themselves through someone else’s eyes. This
prompts reflection, goal setting, and action to increase desired results. Coaching
should include the beginner’s observation and coaching of the mentor.
• Peer coaching is done between equally experienced persons. Therefore, the label
peer coaching makes better sense when it is applied outside of or after mentoring
relationships to extend the support for ongoing inquiry into best practices. Peer
coaching may also include experienced persons who were not in mentoring, but
who want to improve their own practice.

The process of developing an excellent, self-sufficient, but interdependent teacher is

complex and multifaceted. That is why the processes of mentoring and induction take
several years, talented leadership and insight, considerable training, and ongoing support
to achieve their goals.
 INTRODUCTION
3

Induction is the “umbrella” label for the process of welcoming beginning educators to
their new profession and preparing them to effectively assume the full responsibilities of
the career. Those responsibilities include far more than effectively working with students,
although that remains the core task. For all students to achieve at high levels, all educa­
tors must collectively apply their varied strengths in an ongoing schoolwide effort to
meet the needs of an increasingly diverse student body. Effectively preparing beginning
educators for success in that role requires a rich and coordinated mix of seven compo­
nents. The first five components are

1. Orientation to the school, district, community, job expectations, and the curriculum
2. Staff development designed specifically for beginning teachers’ needs
3. Peer support activities, necessary both for new educators and for the mentor’s con­
tinued growth
4. Observation by new educators of the work of excellent, experienced colleagues,
followed by analysis of their observations to learn from them (ideally, a mentor
facilitates this process)
5. The provision of individualized support to beginning teachers. Mentors also guide
planning and application in teaching of what protégés learn in the other induction
program areas

In addition, professional teaching standards necessitate that induction includes two

other components:

6. Professional development goals and plans based on a comparison of the protégé’s

current performance to the professional standards
7. Professional development portfolios, which must document involvement in pro­
fessional development and improvement of practice

THE INCREASING IMPORTANCE

OF MENTORING AND INDUCTION
It has always seemed logical to assign an experienced expert as the mentor for a begin­
ner. Teachers especially know effective teaching is challenging work, requiring several
years to learn fully. However, today mentoring has
become much more than “the right thing.” School dis­
tricts that never assigned mentors now feel they must, Induction and mentoring are a
and those that only assigned mentors and did little else compelling and unavoidable strategy
now want the mentoring experience to dramatically that schools are deciding must be
improve the results of that process. utilized to improve instruction and
student learning.

THE COMPELLING RATIONALE

FOR MENTORING AND INDUCTION
What happened to create such pressure for high impact mentoring and induction?
Eleven crucial issues have surfaced that must be addressed because together they are very
compelling.
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
4

The definitions for excellent teaching

and student success have changed
Rather than preparing students for roles in an agrarian or industrial economy, today’s
schools need to prepare students for a twenty-first century information-based society.
What we need now are teachers who successfully engage their students in problem
solving, critical thinking, and discovery. In addition, with the advent of the No Child Left
Behind Act of 2002, every U.S. student must achieve at high levels compared with the
standards. However, few current teachers have observed the modeling of such student-
centered teaching and learning.

New teachers have unique training needs

Training new teachers to improve student achievement requires a system that targets
the unique and evolving needs of teachers new to the profession. Yet thirty years of efforts
have shown that, by themselves, workshops are insufficient to improve teaching prac­
tices. For better results, we need to provide follow-up support in the teacher’s classroom
for guided practice and correction, problem solving, adaptation, and implementation of
the training in work.

We need over two million new teachers in the next decade

The “baby boomers” who became teachers in the 1960s are now reaching retirement
age. Some of our most experienced and gifted teachers are leaving without passing on
their experience and wisdom. When this experience is not
available to new teachers, they must start from “scratch” to
Some of our most experienced and
learn the same lessons all over again. Mentoring allows us to
gifted teachers are leaving without
capture and share the experience and wisdom that new
passing on their experience and
teachers need and to honor those who serve as mentors for
wisdom.
sharing their wisdom.

We retain only about half of the new teachers we hire

Beginning teachers are typically given the most challenging assignments. If left with
little feedback or help, as many as 30 percent of novices leave in the first three years and
50 percent are gone after seven years. How can we meet the increasing demand for more
and better teachers when we retain only half of the teachers who enter the profession?

Quality mentoring and induction

retain as much as 96 percent of new teachers
Most new teachers who leave the profession do so because of a lack of support and
because they feel unsuccessful as teachers. They chose the career because they wanted to
make a difference in the lives of students, and they leave if they feel they cannot succeed
in that. Mentoring ensures new teachers have the support and guidance they deserve to
quickly learn how to positively impact the success of students. That translates into teachers
who stay in teaching.
 INTRODUCTION
5

The cost of not retaining

teachers is more than the cost of effective induction
The costs of teacher attrition are huge and include finding and recruiting the teachers
we need, then orienting, training, supervising, and evaluating them. Other costs are lost
administrator time and loss of momentum in school improvement when we have to start
over. Recent research has shown that individual states are losing hundreds of millions of
dollars a year to teacher attrition. Mentoring and induction are very cost-effective because
they plug the leak and save money lost every year.

Many schools want to become communities

where everyone succeeds as a learner
High impact mentoring and induction are powerful school improvement tools!
Quality mentoring challenges traditional, outmoded norms and the superficial relation­
ships of isolated professional practice. Mentored new teachers are not just oriented to the
school, but can grow to become the kind of team-oriented teachers our students need.
These novice teachers develop under collaborative norms in which adult learning is as
frequent and expected as student learning. Mentoring provides the kind of professional
relationships and the reflective and shared practice that characterize effective schools.

Not providing mentoring has a negative

impact on the quality of teaching
Whether learning to teach within or without an induction program, the habits formed
during the earliest years of a teacher’s career lead to a disposition toward professional
practice that endures throughout the teacher’s career. A “trial and error” approach is inef­
fective and results in the adoption of coping mechanisms and teaching styles that are
controlling and teacher-survival focused, rather than the student-centered, constructivist
practices needed today.

Quality mentoring has a positive

impact on new teacher performance
Research studies provide evidence of the positive impact of induction on the improve­
ment of new teacher performance. Review of publication dates for these studies demon­
strates we have known for a considerable time the negative
impact of a trial and error approach to learning to teach, and Research studies provide evidence
the positive impact induction has on teacher quality. of the positive impact of induction
on the improvement of new teacher
performance.
Quality mentoring improves
the mentor’s performance too
Mentors routinely report that they learn more than their protégés. This occurs for
many reasons, including the need for mentors to consciously reflect on and examine their
own practice as a part of the process of teaching their protégés what an expert teacher
actually does. Mentors want to be effective models of excellence for their protégés, so they
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
6

challenge themselves to always be at their best. Also, forming the questions that a mentor
must ask the protégé causes the mentor to explore and evaluate his or her own thinking
processes and decisions.

Schools are addressing the obstacle of time

for effective mentoring and coaching
In traditional schools, time for adult learning competes with time for student learn­
ing. Student learning prevails, and little time is left for teacher improvement because it is
not built into the school day. Since increased adult learning is the prerequisite for higher
levels of student success, schools are rethinking their traditional use of professional time.
Strategies such as block schedules, team planning time, and more time for mentoring and
coaching are being implemented.
No wonder effective mentoring and induction have become so important! And no
wonder this book is so important. It tells you exactly how to use mentoring and induc­
tion to cause increased teacher and student performance.
 1
Getting Off to
the Right Start

W
hen I use the label “high impact” induction and mentoring, I refer to a program
that works one relationship at a time to transform schools into true learning
communities in which both educators and students perform at high levels. In
these places, those who recently join the community are not just oriented and helped; they
begin a career-long collaborative journey to become the kinds of teachers their students
need in order to succeed.
In this chapter, I share a number of foundational concepts,
models, and processes that you should consider before Any review of the induction and
designing your program. With this foundation, the program mentoring literature shows the
you build will increase the performance of educators and exciting results just described are
students. However, any review of the induction and mentor- not typical. This indicates that such
ing literature shows that the exciting results just described are programs are difficult to develop and
not typical. This indicates that such programs are difficult to sustain. This is true because most
develop and sustain. This is true because most programs lack programs lack a solid foundation.
a solid foundation.

DIFFERENCES MAKE ALL THE DIFFERENCE

If I were to reduce all the best practices and learning I have gathered in this field to just
one statement, it would be, “You must be different, if you want to make a difference.” To
make a big difference in student success, you must honor differences in teaching and create
a different process for learning to teach. These three aspects are interconnected and must
be addressed together. Of course, such comprehensive changes can lead to friction, dis­
comfort, and disagreement. Nowhere is this discomfort more evident than when a cultural

7
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
8

and performance improvement effort exists alongside the traditional egalitarian culture of
schools. Traditionally, everyone acts as if all teachers are the same except for differences in
teaching style. Yet how can we learn from the wonderful dif­
ferences we each offer and also avoid the “sibling rivalry”
Nowhere is this discomfort more and resulting ostracism that can occur when teachers are sin-
evident than when a cultural and gled out as unique (Magee, 1999). This is a crucial question,
performance improvement effort since that is exactly what happens when a person is named
exists alongside the traditional as a “mentor.” In order for teachers to offer themselves as
egalitarian culture of schools. resources for professional responsibilities like mentoring and
to move beyond “just” teaching (Gusky & Peterson, 1996),
there must be an acceptance of the often enormous differences among teachers. Otherwise,
there is no basis for learning from and helping each other improve.
Nowhere are these differences more useful than in mentoring. They are the very things
we look for when selecting and matching mentors to novice teachers, and they are the
foundation for the expectation that considerable transfer of experience and professional
learning will occur.
The differences between partners will challenge assumptions, lead to discoveries,
and prompt professional growth for both of them. Without the differences, the new
teacher’s assumptions about the ability of all students to learn, the role of the teacher,
and even the career of teaching remain those that were formed earlier as a student while
observing traditional teaching. That is why effective mentoring can never really be a
peer relationship.
Still, traditional school cultures reinforce “peer” relationships, and this can make men­
tors uncomfortable when they feel singled out for different status and use of time (Moller,
paraphrased in Richardson, 1997). This dilemma (Bird, 1986) must be explicitly addressed
in program design, and mentors need to be prepared during their mentor training to deal
positively with it. People who are not involved in mentoring may be uncomfortable with
teacher leadership, and these colleagues may make comments reflecting that discomfort.
Responding positively to the discomfort can ultimately save a program from ineffective­
ness because the mentor’s role becomes too scary to undertake.

CRITICAL DISTINCTIONS
Clear vocabulary is a good starting point for learning to work with distinctions. For
example, when coaching occurs within mentoring it is not peer coaching, although many
programs use that term. The label “peer” seems imprecise when the job description
(“teacher”) may be the same, but there are several significant differences between the new
and experienced teacher in a mentoring pair. The term peer coaching should be reserved
to describe what occurs between two or more veterans who
may have differing strengths, but whose years of experience
When coaching occurs within
are more similar. Those who choose labels such as “peer
mentoring, it is not peer coaching.
mentoring” or call mentor coaching “peer coaching” are
usually trying to distinguish it from the supervision by an
administrator who is the novice’s evaluator. Find other terms to make these vital distinc­
tions, such as differentiating between the process and purposes of coaching compared
with evaluation. Figure 1.1 offers guidance on this. More strategies for dealing with dif­
ferences and related challenges are offered later.
 GETTING OFF TO THE RIGHT START
9

Figure 1.1 Clarifying the Critical Differences in Roles

Features Mentor Coaching Peer Coaching Supervisory Evaluation

The focus of the Set by the interests and A mutual inquiry by Comparison of the
observation needs of the teacher two or more experienced teacher’s skills with a
to be observed, often educators into increased model of excellent teaching
after some other activity use of the best or a set of teaching
that prompts discovery of instructional practices in standards to determine
a need to improve. both parties’ teaching. minimal competency.

The direction of the Start with Best Practices Teacher Evaluator

focus
Protégé Mentor
Protégé Mentor

The goals of the • To develop a more • To develop a more • To judge teacher

activity trusting and collegial trusting and collegial competence for
professional professional relationship. decisions about
relationship. • To develop reflective, certification and
• To develop reflective, analytical, and self- continued employment.
analytical, and self- assessment skills • To create focus and to
assessment skills in of both. apply pressure to
protégés and mentors. • To develop more increase teacher
• To develop more effective teaching performance and
effective teaching strategies for both. accountability.
strategies. • To improve student • To improve student
• To improve student learning and learning and
learning and achievement in both achievement.
achievement. classrooms.

Observation Mentor, first by invitation Either teacher in the peer The supervising
initiated by to the protégé to observe coaching pair. administrator in response
the mentor at work. to legal and contractual
Then, after comfort is requirements.
established, mentor
observation in the
protégé’s classroom.

The paper trail Copies kept by both. Given to the teacher who Evaluator analyzes the
and use of the Each looks for own data was observed to data and prescribes
observational data patterns. Mentor asks analyze. Coach asks needed improvement.
protégé reflective reflective questions to Papers go into personnel
questions to teach how to prompt teacher’s file as documentation
self-assess, reflect, set PD analysis. of evaluation (teacher gets
goals, and plan. a copy.)

EFFECTIVE AT WHAT?
TREAT INDIVIDUALS INDIVIDUALLY
We Must Not Treat All Persons the Same
Although this sounds unfair, in fact it is more fair to treat people individually. For
example, in new employee orientation, everyone needs to learn certain critical information
about their new employer and organization. However, people who have never worked
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
10

full-time in a role do not have the same experience and judgment as other “new” employ­
ees. Those who have raised families and/or are changing from another career or a differ­
ent district have very diverse levels of experience and skills. All “new” employees must be
treated as individuals.
Treating individuals individually is exactly what mentoring is all about. It is the best
form of support for professional growth because it is customized to address the strengths
and needs of each learner. However, there are a couple of variations from the one-to-one
approach that are just as effective because they also “treat individuals individually.”

A mentor can work with several protégés

at a time and still be addressing each person’s individual needs
This works if the protégés need to learn the same thing
Mentors can economize on their use at the same time. Such protégé small group learning activ­
of time because the small group ity still addresses each person’s individual needs and
activity is individualized to the readiness. In other words, mentors can economize on their
protégés’ needs, even if not done use of time because the small group activity is individual-
with just one individual. ized to the protégés’ needs, even if not done with just one
individual.

Meeting individual needs must

continue in induction program trainings
A trainer may present information to a class of twenty-three people and still meet
their individual learning needs. When participants are at different levels of prior knowl­
edge or skill, the trainer needs to design instructional activities to allow people to join the
learning sequence at different times.
Some participants may already have the needed information and just need help
preparing a plan to organize that knowledge for implementation, while others may not
yet have all the basic knowledge the class has, and need an extra step in the process to get
them to the point where they are ready to join the class.
How can a program be designed to “treat individuals individually”? Is there a tool to
help us easily collect the information we need and plan for each individual’s learning?
How can we possibly lead groups when everyone is at a
different place and needing different instruction? In today’s
As we learn how to individualize for
classrooms, we feel we have limited flexibility to restructure
adults, we eventually discover what
what we do to increase student learning. However, in adult
works for our students.
professional development there is greater flexibility. Through
effective induction and mentoring, we learn to differentiate
our instruction for individual adult learners. As we learn how to individualize for adults,
we eventually discover what works for our students.

WHAT RECENT RESEARCH

SAYS HAPPENS IN MENTORING
Fundamental to the success of assigning experienced teachers to help inexperienced staff
is the fact that mentors have already traveled far down the path of teacher development.
The mentor has already learned a great deal of what a beginning teacher needs to learn.
 GETTING OFF TO THE RIGHT START
11

Basically, mentors are asked to show new teachers the “right way to go,” the “dead ends”
to avoid, and the “express route” to an expert level of practice. The idea of a “path of
teacher development” makes sense. In induction and mentor­
ing, we focus on facilitating others’ progression along that
path of development. Bartell (1995) maintains that findings “If you want your program to cause
from the Californian induction studies showed teachers who the professional development of
were supported and effectively mentored became more effec­ teachers, what model of teacher
tive sooner in their careers, and made a faster transition development are you using to guide
from just surviving to being successful. Ten years later, Bartell your work?”
(2005) defined the path concept further, stating that the most
effective induction programs were more concerned with
moving teachers towards expert practice and high-quality teaching than simply with the
“survival level” of teacher development. To help new teachers quickly attain high levels of
practice, we need to know more about that “continuum of teacher development.”

USING A MODEL OF TEACHER DEVELOPMENT

TO GUIDE PROGRAM AND PRACTICE
In my work as a mentoring and induction consultant, I often ask clients, “If you want
your program to cause the professional development of teachers, what model of teacher
development are you using to guide your work?” Rather than experimenting in the hope
of discovering what causes professional growth, effective teacher development programs
must be built from the start on solid research, tested theory, and expert practitioner wis­
dom. While some may consider such structured guidance unnecessary, my experience
shows that many programs flounder because the leaders have relied on intuition rather
than a research-based model of teacher development. These less effective programs typi­
cally include the following:

• New teachers attend several days of district orientation and training.

• New teachers attend required training on topics that research says new teachers need.
• Mentors are recruited, selected, provided with basic training, and matched to protégés.
• Surveys assess the success of mentoring and induction efforts.
• Novice teacher retention increases moderately.

When evaluating these programs, I usually find that novice teacher performance has
improved only marginally and program leaders want to increase program impact and
gain better results.
As a result of my work in mentor program evaluations,
I know our instincts are an insufficient guide and can some- I know our instincts are an
times steer us wrong! There are clearly many more things we insufficient guide and can sometimes
need to develop a high impact program. steer us wrong!
What is needed is to base program design and imple­
mentation, the conduct of program leaders, the mentor train­
ing, support, and program evaluation on a proven model of teacher development. In my
work with induction programs and mentor and protégé development, I have found no
better model than the Concerns-Based Adoption Model (CBAM).
In addition, I have been on an eighteen-year “best practice search” to discover what
must be done to ensure that mentoring leads to improved performance and results. The
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
12

integration of that eighteen-year journey is the “High

The best practices I identified work Impact” model I have developed and will share in this book.
effectively because, together, they Over time, I have come to realize that the best practices I have
facilitate teacher growth across the identified work effectively because, together, they facilitate
CBAM. teacher growth across the CBAM. The CBAM is not just the
model we need to use to grow mentors and protégés; it is the
model on which we need to build every component of our program!

THE CONCERNS-BASED ADOPTION MODEL (CBAM)

The Concerns-Based Adoption Model (CBAM) is a very comprehensive teacher develop­
ment model. We will use only the “Stages of Concern” from CBAM. It is the single most
powerful and useful staff development model I know.
The Research & Development Center for Teaching at the University of Texas (Hord,
Rutherford, Hulling-Austin, & Hall, 1987) analyzed the ineffective educational initiatives
of the 1970s and found the change process always failed in the implementation stage.
Further analysis revealed the following information:

• Learners go through a predictable sequence of stages as they hear about, learn,

implement, build skill with, and master an innovation.
• Staff development programs to facilitate improvement must be based on long-term
plans that provide what learners need at each level of their development and
implementation.
• Staff development programs to facilitate improvement must support individual
adaptation of innovations to each learner’s setting and integration of the new knowl­
edge and skills with the learner’s existing strengths. They must “treat individuals
individually!” Other researchers (e.g., Berlinger, 1988; Burden, 1990) have found
developmental stage patterns similar to the CBAM.

The research was then used to develop a model that could lead to full adoption and
implementation of educational innovations. The result was the Concerns-Based Adoption
Model, which defines the steps needed for individuals to understand, adapt, and imple­
ment innovations to the point of mastery. This model has been validated by over twenty-
five years of research in a wide variety of applications.
A person’s “Stage of Concern” is identified by listening for clues in their comments
and then comparing those statements to the CBAM Stages of Concern. By doing this, pro­
gram leaders can know where individual learners are in the learning and implementation
process, and can design interventions to address learner needs at that stage. Leaders also
then know how to challenge and assist learners moving to the next level of development.
Finally, collecting data about each learner’s growth allows programs to document the
levels of growth, diagnose development “bottlenecks,” and design program improve­
ments that deliver improved results.

THE CONCEPT FOR EACH CBAM STAGE OF CONCERN

Review Figure 1.2 for basic information about the CBAM stages of concern. Then read the
following to learn more about how to distinguish the different levels and how to use the
CBAM to effectively design and improve your program.
 GETTING OFF TO THE RIGHT START
13

Figure 1.2 The CBAM Stages of Concern

• Isn’t there another,

better way? 7. Refocusing

• What refinements can others

suggest?
6. Collaboration

• How can I improve the results?

• Is it delivering the results
I want? 5. Consequence

B. I can do it, but how A. This is hard! How can I

can I make it work B. Routine competence solve the problems, build
with all I do? 4. Management my skills, and find the time?
A. Mechanical use

• What should my plan be

for doing it?
• How would using it
3. Personal impact me and my work?

• How does this new

2. Information idea actually work?

• What is it?
1. Aware

• I never heard of it.

0. Unaware

0. Unaware—The learner is largely unaware of a topic or concept and how to successfully

complete related tasks. The learner is not even sure of all the questions that might need to
be asked. This corresponds with Gordon’s (2000) Unconsciously Unskilled level (Gordon,
2000, Figure 5.12), in which learners do not know what they do not know. For example,
before reading the last couple of pages, were you previously aware of the CBAM? If so,
you are at a higher Stage of Concern. If not, you too were at the Unaware level, but your
reading will move you to the Information level.
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
14

1. Aware—The learner is just acquainted with the topic but does not know what is needed
to successfully complete related tasks. In Gordon’s (2000) model, this is the Consciously
Unskilled level, where the learner knows what they do not know.

2. Information—The learner wants to know background information and understand the

topic, but doesn’t yet know all that’s needed to plan and complete related tasks.

3. Personal—The learner has sufficient information and conceptual understanding of a task

and how to do it, but has little or no experience in doing it. Learners at this stage focus on
implications of the information and task for their own work. They want to know what is
expected of them, and then they want to plan what they should do to implement what
they know.

4. Management—The learner understands a task and his or her responsibilities for it, has
a plan for using this knowledge, and implementation has started. The learner is focused on
building the skills needed to adequately do the task.
A. At first, the focus is on just finishing the task. The process feels mechanical and takes
the learner’s full attention to complete correctly. In Gordon’s (2000) model, this is “Con­
sciously Skilled.”
B. As the learner’s skills at managing the task increase, it becomes more routine and
the learner is more comfortable, confident, and competent doing it. This established rou­
tine means the activity no longer requires the learner’s full attention to execute it prop­
erly. In Gordon’s (2000) model, this is the Unconsciously Skilled level.

5. Consequence—The learner has sufficient skill to competently complete the task and now
wants to increase the effectiveness of that work to achieve better results. At this stage, learn­
ers still try to do as much as they can on their own, and typically do not yet seek others’ help.

6. Collaboration—The results of the task are acceptable, but not as high as needed. The
learner has done as much as possible to individually improve results, and so seeks the advice
of others to increase results. Sadly, the traditional structure of time use in schools rarely
allows individuals to work and learn at this level, so typically it is not attained. In a recent
article, DuFour (2003) wrote of the lack of collaboration in schools, saying that it “puts
student achievement on a starvation diet.” CBAM shows that collaboration is needed to
attain the most effective level of practice.

7. Refocusing—The learner has mastered a task and easily produces a high level of
results. Since even better results are not currently possible, this learner seeks and is ready
for a new task, strategy, or responsibility which might offer even better results.
Note that Gordon’s (2000) model helps us understand cognitive levels during devel­
opment, but it is not as discriminating as the CBAM regarding subtle changes at high
levels of practice. However, we will consider Gordon’s model again in Chapter 6 when
discussing new teacher thinking.

A Practice Exercise
Not only is it crucial that you understand the CBAM, it is a vital step in preparing
yourself to understand and be able to use much of the rest of this book. I suggest that you
practice it by completing the following activity:
 GETTING OFF TO THE RIGHT START
15

Figure 1.3 CBAM Stages of Concern Practice Activity

Once you have read and understood the text description of each of the CBAM
Stages of Concern, use this practice chart to try to write the six stages from
memory, without referring to the text. The first step is already completed for you.

0. Unaware

When your memory list of the Stages of Concern is finished, follow the
directions in the text for the next step.

1. Using a copy of Figure 1.3 and your memory of CBAM, write in order the seven
steps of the CBAM Stages of Concern, starting at the bottom with “Unaware”
(already done for you) and working up.
2. When you have completed the list to the best of your memory, compare it with
Figure 1.2.
3. Mark your version of the steps with the numbers of the actual step in the model.
4. Notice whether you got any stage out of order or forgot any, which tells you the
information you need to reread for better understanding. Then take the memory
test again. In CBAM language, what you just did was check to see whether you
have all the information you need to move to implementation.

We’ll reference the CBAM throughout this book. Watch for the CBAM Steps icon in
the margin.

ASSESSING AND USING DATA ON NEW TEACHER NEEDS

Each new educator has distinct needs at each stage of his or her development. To start
planning your work, you need the following information for each new teacher regarding
each potential learning topic:

1. What is the expected performance for the new teacher? (a standard)

2. What knowledge and skills does he or she already have? (current level)
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
16

3. What does he or she need to learn? (gap between current and standard)
4. What problems are obstacles to his or her further growth?

Question one is answered by our professional and governmental agencies. Question

two is the focus of your needs assessment. Question three is answered when you compare
the standard and the answers to question two. Question four is also answered by the need
assessment. Remove these obstacles to create growth.
When you have obtained the answers to these questions, record this “baseline” data
and your specific conclusions for later use.
Specifically, the way you can best answer these questions is through use of the CBAM
Stages of Concern. First, base the design of your need assessment on CBAM, and second,
display the response data on the Stages of Concern. The first action makes the second one
easy. Step-by-step processes for doing this are outlined in Chapter 3.
In addition to your assessment of needs, other sources of crucial information are:

• The research on what beginning teachers need

• Your own experience as a beginning teacher
• Principals’ and other experienced educators’ views of what new teachers need
• What the new teachers themselves say they need

THE NEEDS ASSESSMENT PROCESS

The seven steps of the needs assessment process are described on the following pages.

1. Examine the Research on Needs of Novice Teachers

I recommend that you begin with the seminal work of Simon Veenman (1984), who
studied unsupported beginning teachers, and Sandra Odell (1986), who studied begin­
ning teachers who were supported. While the findings of these studies are striking, a com­
parison of them is even more revealing! Both studies are “meta-analyses,” meaning the
researcher collected a large number of studies on the topic, compared all the findings and
reached conclusions based on the patterns found. This powerful method tends to “aver­
age out” unusual or atypical findings that will not occur in most circumstances.
Veenman reviewed eighty-three research studies of organizations with no support pro­
grams or mentoring for novice employees. His findings are shown in Figure 1.4. Odell
completed another meta-analysis. Her 1986 findings are shown in Figure 1.5. Remember,
this analysis was of new teacher needs when they had received a year of support. There
is obviously a big difference in the two studies that shows the power of induction to
improve teachers!
In the “no support” study, new teachers continue to struggle with class management
and their own survival even after one year. Concerns for student success are far down this
list. In the “support provided” studies, new teachers have moved past concern for their
own survival to the higher Stage of Concern for the effectiveness of their instruction and
their students’ success. According to Odell (1986), schools can help reduce their discipline
problems by giving new teachers structured support in their first year of teaching; the
result of this is that new teachers are able to focus on students’ instructional needs—just
as experienced teachers do.
 GETTING OFF TO THE RIGHT START
17

Figure 1.4 The Perceived Needs of Beginning Teachers: Veenman’s 1984 Meta-Analysis

Perceived Problem Frequency = # out of 83

• Classroom discipline 77
• Motivating students 48
• Dealing with individual differences 43
• Assessing students’ work 31
• Relationships with parents 27
• Organization of class work 27
• Insufficient materials and supplies 27
• Dealing with problems of individual student learning 26
• Heavy teaching load, insufficient preparation time 25
• Relations with colleagues 24
• Planning of lessons and school days 22
• Effective use of different teaching methods 20
• Awareness of school policies and roles 19
• Determining learning level of students 16
• Knowledge of subject matter 15
• Burden of clerical work 15
• Relations with principals/administrators 15
• Inadequate school equipment 14
• Dealing with slow learners 13
• Dealing with students of different cultures or backgrounds 12
• Effective use of textbooks and curriculum guides 11
• Lack of spare time 10
• Inadequate guidance and support 9
• Large class size 8

These findings are from a huge meta-analysis of eighty-three separate mentoring research studies that was
done by Simon Veenman (1984). He studied settings where beginning teachers had no formal system of support,
so be careful about the situations to which you apply this information.

Figure 1.5 The Perceived Needs of Beginning Teachers: Sandra Odell’s Research, 1986

Perceived Problem Rank Order of Needs

• Ideas for better instruction 1

• Personal and emotional support 2
• Advice on locating and accessing resources and materials for teaching 3
• Information on school and district policies and procedures 4
• Ideas for additional techniques on classroom management. 5

This research and the differences can help you gain early program support. What
school doesn’t want teachers focused on student success? However, there are three cau­
tions concerning use of this research:

• Be cautious regarding your own assumptions about the timing for targeting these
needs with induction program components. The CBAM tells us that the list of top­
ics and the protégé’s development level on each topic change over time.
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
18

• Research is conducted in context. Study dates and other details should be consid­
ered when planning to use data. In the mid-1980s, topics like standards and state
testing were not as significant as they are in the current educational environment.
• As significant as this research is, it may be useful only in gaining initial support for
an induction program. That support is unlikely to last more than two or three years.
You will also need your own local needs assessment and results replicating those
of these studies.

2. First Assess to Discover Priority Training Topics

Do not use the CBAM to determine what training topics are someone’s priority. Its
value lies in indicating a person’s level of development for a specific topic.

• Use an assessment such as Figure 1.6, New Teacher Topical Needs Assessment,
which is built from research such as Veenman’s (1984), but which also includes cur­
rent topics of concern such as teaching standards, student learning standards, the
focus on state assessment scores, and so on.
• Limit the assessment to one side of a page if possible, and group the items by sim­
ilar topics. Add a 1–5 scale, labels for what those numbers represent, and a return
due date.
• Mail one to each protégé using the schedule described in step 6 below.
• After tallying responses, rank order the topics with greatest interest first.
• Remember, the rank order tells you what protégés perceive at that time to be their
biggest need and importance. Use that data with a bit of flexibility. For example,
you may know that because of an upcoming state test, a topic that was rated as a
low priority actually needs to be a higher priority at a certain time. Of course, you
should go ahead and schedule training on that topic. Just realize as you plan a
training that protégés may be on the lowest stage, “Unaware.”

3. Once You Know Topic Priorities, Assess

for CBAM Stages for Each Topic
Trainers should design a one-page needs assessment so one or two items reflect each
Stage of Concern for the topic. About two weeks before the training, send that assessment
to enrollees to determine their level of knowledge, skill, and experience with the training
topic. Don’t do this too far in advance since protégés are growing and you want current
needs to be the basis for your plans. Details about how to do this are provided in Chapter 3
under “Protégé Training.”

4. Design a Local Needs Assessment to Allow Comparisons

Don’t assess only what beginners perceive they need at one moment. The assessment
should tell you other things you need to know, such as whether or not educator percep­
tions change over time. Other questions you need to answer require comparisons of data
from different sources. You need to compare factors such as

• What new but experienced staff know and can do versus novice staff
• What trainees know and can do before versus after a training or development
process
 GETTING OFF TO THE RIGHT START
19

Figure 1.6 New Teacher Topical Needs Assessment

The Induction Program is designed to support your professional growth. To help us do so, please tell us the level
of concern you currently feel for the following topics. Thanks.

Name ____________________________________ School ________________ # years teaching _____

None Some Very

Concerned
Expectations

1. District curriculum 1 - 2 - 3 - 4 - 5
2. Grade/subject standards for student learning 1 - 2 - 3 - 4 - 5
3. School/district policies and expectations 1 - 2 - 3 - 4 - 5
4. Using technology as a tool for learning 1 - 2 - 3 - 4 - 5
5. Evaluation of teacher performance 1 - 2 - 3 - 4 - 5

Teaching
6. Determining student academic ability 1 - 2 - 3 - 4 - 5
7. Effective use of teaching strategies 1 - 2 - 3 - 4 - 5
8. Differentiating for individual students 1 - 2 - 3 - 4 - 5
9. Unit and lesson plan design 1 - 2 - 3 - 4 - 5
10. Effective use of textbooks and curriculum 1 - 2 - 3 - 4 - 5

Classroom Management
11. Student discipline 1 - 2 - 3 - 4 - 5
12. Preparation time 1 - 2 - 3 - 4 - 5
13. Assessing/grading student work 1 - 2 - 3 - 4 - 5
14. Organization of the classroom 1 - 2 - 3 - 4 - 5
15. Management of paperwork and reports 1 - 2 - 3 - 4 - 5
16. Accessing materials, supplies, equipment 1 - 2 - 3 - 4 - 5
17. The budget for instructional materials 1 - 2 - 3 - 4 - 5

Relationships
18. Parents and community members 1 - 2 - 3 - 4 - 5
19. Principals, administrators, Board of Education 1 - 2 - 3 - 4 - 5
20. Colleagues 1 - 2 - 3 - 4 - 5
21. Motivating and rapport with students 1 - 2 - 3 - 4 - 5
22. Cultural diversity of students 1 - 2 - 3 - 4 - 5

Other Concerns?
23. ________________________________ 1 - 2 - 3 - 4 - 5

Copyright © 2008 by Corwin Press. All rights reserved. Reprinted from Leading the Teacher Induction and Mentoring Program,
Second Edition, by Barry W. Sweeny. Thousand Oaks, CA: Corwin Press, www.corwinpress.com. Reproduction authorized
only for the local school site or nonprofit organization that has purchased this book.
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
20

• What novice teachers think they need versus what the research suggests they
need
• What protégés perceive they need versus what mentors and supervisors perceive

The most effective way to plan such an assessment is to think about the kinds of ques­
tions your program needs to be able to answer in the future. Then work backwards to plan
when, how, and from whom to collect the data that will give your program the answers
needed for decision making. For example, pilot programs are an excellent strategy for
implementing a program plan and collecting comparison data to assess the program’s
effectiveness. Pilots are valuable because they create two groups: those with and those
without improvements you wish to test. This approach also gives you a base of experi­
ence and builds leadership capacity.
Collecting data like these is so critical that it is better not to make any major changes
in use of time, money, or other resources until you have the relevant comparison data. This
is the only way to be sure that such changes are likely to result in the desired improve­
ments. Without such data, you may get lucky and cause improvements, but you may not
be able to sustain those improvements because you do not know enough about why the
improvements happened.

5. Design Assessments to Distinguish Needs

of People With Differing Experience Levels
Do not treat all persons the same. Your needs assessment process should capture
the extent of prior knowledge and skills for the topic and allow you to plan appropri­
ate support for professional growth by each learner. Check existing knowledge and
skills for

• Beginning employees
• New employees with prior experience in the same job
• New employees moving from a different career
• Junior or less experienced teachers who are identified for leadership development
• Other staff who receive mentoring, coaching, or other support for professional
growth

To design for diverse experience levels, reframe the questions to include people of
many levels of experience. Change your language to be more general and inclusive. Don’t
say “teachers,” say “educators.” Instead of “first-year teachers, new teachers, or novice
teachers,” say “protégés.” Saying “principals” leaves out assistant principals, deans, and
others, so say “administrators.” Then one assessment works for all.
Embed hidden or subtle markings so you know the experience level of respon­
dents. To use one assessment but know the experience of respondents, underline the
title for those going to staff with a year or less of experience, capitalize all letters in the
title for more than five years, and use normal caps and no underline for those with one
to five years’ experience. Then you can separate and compare the data from different
groups of people to determine how best to support their different professional devel­
opment needs.
 GETTING OFF TO THE RIGHT START
21

6. Use Needs Assessment for the Same People

Across Time to Reveal How Perceptions of Needs Change
as Employees Gain Professional Experience and Maturity
This crucial step will help you design trainings and other supports during the later
years of your program. During the first year, I recommend assessing protégé perceptions
of need four times:

• Immediately on hiring, to find baseline perceptions prior to any training, orienta­

tion, or mentoring. Comparisons made later will show the effects of mentoring.
• Within the first three to four weeks of being on the job. This shows changes in per­
ception of needs due to the realities of being in the job for a few weeks. Reality is a
great teacher, so expect needs to have changed—for some, dramatically.
• About three months after beginning the job. See what protégés perceive their needs
to be after working for a while, learning the “ropes,” and getting past the initial
challenges of learning the job and orientation.
• About nine to ten months after starting. By this point, protégés have learned a great
deal. Their perception of needs could be changing again. Now, find out whether
protégés are aware of the need for continuing professional growth or whether they
feel they are mostly done with learning. Either way, these data tell you what to do
next with protégés, perhaps during summer.

7. Assess the Needs of Your Organization

Needs assessments typically focus on protégés, and perhaps even mentor needs. That
is a critical place to start, but your mentoring program must be perceived as “worth it”
by decision makers in the organization if it is to remain sustainable. That means that your
needs assessment must also address valued organizational needs, such as

• Increased retention of new employees and the associated cost savings

• Bringing new employees up to the level of veteran employees regarding knowl­
edge of and commitment to organizational mission, initiatives, and expectations
• Accelerated “learning curves” for new employees
• Improved job performance of both protégés and their mentors
• Increased “bottom line” results, like student achievement, that the district needs

Assessing these “needs” will likely require collecting data that already exist (at, for
example, the central office), as well as developing ways to assess new indicators. This may ini­
tially take extensive time, but over time the task will become simpler and faster. These data
are crucial because district needs are typically much more important to decision makers than
the development of persons. Program leaders would be wise to keep this reality in mind.

THREE CONCEPTS ESSENTIAL

FOR PROGRAM SUCCESS
The most essential concepts for program success are first, that your program must have
all the needed program components; second, that each component must be working at a
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
22

best practice level; and third, that the way you conduct each component’s activities
should develop synergy among the parts.

Your Program Must Have All the Right Program Components

For maximum participant development, needs of people at each Stage of Concern
must be anticipated and addressed through program components. If one of the stages of
concern is not supported, people will be left to “figure it out on their own.” In a high
impact program, we want to ensure that growth is accelerated and continuous across all
Stages of Concern.

Each Component Must Be Working at a Best Practice Level

In a high impact program, we don’t only recruit, select, and match mentors to new
teachers. The goal is not to have mentors in place. The goal is mentoring that transforms
teaching practices and student results. Therefore, we design the recruiting, selection, and
matching processes using those practices proven to lead to highly effective mentor and
protégé pairs.
In addition, we train and support mentors so that when mentors and protégés meet,
mentors use strategies we know will cause improvements in performance and student
results. This book describes how to effectively design and conduct each program compo­
nent to get the maximum impact from every activity, and also explains how to evaluate
and diagnose any “road blocks” when things don’t work as expected.

The Way You Conduct Each Component’s

Activities Should Develop Synergy
Synergy is an almost magical result in which there is a multiplying effect within the
program. Synergy happens when each program piece plays its part in the developmental
sequence and does what it can to set up other program pieces to succeed. Here are a few
examples of potential synergistic results:

• Mentors’ own learning will increase and their teaching will improve.
• Principals will report that protégés are attaining the levels of practice in one year
that used to take most teachers three years to reach.
• Guides who first refuse to be mentors will volunteer to become mentors later.
• The quality of your new staff will improve, exceeding what mentoring alone could
have caused. This is due to the drawing power of your induction program during
teacher recruitment and the resulting better pool from which you can hire.
• Principals will report that their interaction with teachers during supervisory eval­
uation conferences has improved.
• Positive teacher leadership in your schools will become more common.
• Teachers will discover that “Great mentoring is also great teaching,” and will use
mentoring strategies with their students, leading to better results.

What does it look like to create a complementary, multiplying, synergistic effect? As

an example, ask yourself, “How can what we do during mentor recruitment help us
during mentor selection and matching? Mentor training? Provide mentor support? How
can what we do during mentor recruitment assure a productive relationship with the
 GETTING OFF TO THE RIGHT START
23

program coordinator?” Another example is, “How can mentor roles and tasks be used to
create a job description and application, in selection and matching, in training and sup­
port and to guide the program coordinator?” Figure 1.7 is an example of building synergy
for the mentor roles and tasks component.

THE BIG PICTURE: THE

HIGH IMPACT PROGRAM COMPONENTS
Finally, we can look at the “big picture” of all the components in a high impact induction
and mentoring program.
All the items shown in Figure 1.8 are under the “umbrella” of the New Teacher
Induction Program. In other words, the Mentoring Program is one strategy in the induc­
tion process.
Review Figure 1.8, starting with the box titled “Novice Teacher Development.” In that
box are the seven program components required to ensure that the protégé’s growth
accelerates across the full CBAM Stages of Concern and the protégé quickly becomes a
high quality, student-centered educator.

1. Initial protégé orientation is usually done the week before school starts at the end of
summer. It is called “initial” because the mentoring process (step 7) includes ongoing ori­
entation of the protégé to any first-time experience later during the year. Orientation is
done to increase the protégé’s opportunity for success the first time they go through each
new experience.

2. Protégé training is the district training specifically designed based on national research
and your local data on individual novice teacher needs for learning.

3. Protégé observations of expert teachers gives novices the opportunity to see excellent
practice. Usually observations are selected by the protégé in consultation with the mentor
and designed to focus learning on one or more of the protégé’s professional growth goals.

4. Protégé peer support activities are carefully structured and facilitated opportunities for
novice teachers to learn from and support each other. This component is critical because
peer influence is often as powerful as mentoring but needs to be focused on learning best
practices. These are either separate group meetings or activities that are integrated into
trainings to reduce the demand on novice teachers’ time.

5. Protégé professional development goals and plans are essential to teaching novices the
skills of and dispositions toward reflective practice and continual improvement. Most
often, setting these goals and making these plans is a process facilitated by the mentor.
This is based on mentor feedback and guidance through self-assessment of the protégé’s
own practice and comparison to the professional standards.

6. Protégé professional growth portfolios are a requirement because reflecting on actual

work products and other artifacts is more powerful than reflecting on one’s memories.
This component takes extra time for a busy novice and can become counterproductive if
not handled appropriately.
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
24

Figure 1.7 An Example of Creating Synergy by Using One Program Component to Increase
the Impact of Other Components

1. Mentor Recruitment:
• Publicity
• Informational meeting
• Job description
• Application

Clear expectations, alignment of selection, matching criteria and expections, adequate and
2. The Mentoring Job:

practical training, and support lead to improved mentor experience and better enrollment.
Recruitment info explains
• Roles expectations of mentors
• Tasks

3. Mentor Selection and

Mentor Protégé Matching: Recruitment info explains
• Selection processes and criterion
• Mentor “pool”
• Matching
• Dealing with mismatches

4. Mentor Training:
Recruitment info explains
• Initial training
processes and expectations
• Annual levels of advanced
training
• Coaching training with
protégé

5. Mentor Support:
Recruitment info explains
• Peer support meetings
processes and accountabilities
• Mentoring of Mentors by
coordinator

6. Coordination of mentors
and program: Recruitment info explains
processes and responsibilities
• Monitoring
• Evaluation
• Problem solving
 GETTING OFF TO THE RIGHT START
25

Figure 1.8 Components Needed for High Impact Induction and Mentoring Programs

Novice Teacher Mentor

Development Development

1. Initial protégé 1. Mentor

orientation roles and tasks

2. Mentor recruitment
2. Protégé training
and selection

7. The Mentoring
and Coaching
Pairs’ Work
3. Mentor and protégé
3. Protégé observations
matching, dealing with
of expert teachers
Mentors provide mismatches
ongoing orientation
and support for
implementation
in the protégés’
work and performance 4. Initial training in
4. Protégé peer
of the protégés’ mentoring and
support activities
coaching strategies
learning from all
the other induction
components.

5. Ongoing mentor
support:
5. Protégé professional
• Mentoring of Mentors
growth goals and plan
• Mentor peer support
group

6. Mentoring
6. Protégé professional
incentives and
growth portfolio
recognition
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
26

7. Mentoring and coaching pairs’ work. At this intersection of the induction and mentor­
ing programs, the mentor guides the protégé to integrate all the learning gained for
implementation in the classroom.
Chapter 3 provides much more detail on each of these components, including best
practices for each one.
Now we switch our attention to the right half of Figure 1.8 and the column titled “Mentor
Development.” This side is what we would call the mentor program. It includes the overlap­
ping area representing the work of mentoring and coaching. The components are

1. Mentor roles and tasks. Roles describe what effective mentors need to be like and tasks
describe what effective mentors must do. These are considered first because effective
recruiting, mentor selection, training, and other components all build on mentor roles and
tasks.

2. Mentor recruitment and selection. Recruitment is what is done to ensure there are a suf­
ficient number of persons who want to become mentors. Recruitment works with men­
toring incentives to attract and prequalify persons. Recruitment includes information on
websites, flyers, announcements, and other outreach tools, including a mentoring infor­
mation meeting that informs and attracts potential mentors and discourages those who
should not become mentors.

3. Mentor and protégé matching and dealing with mismatches. Matching is identifying
the mentor with the most appropriate match of characteristics and strengths to address a
specific protégé’s needs. Mismatch problems are often resolved by the program leader;
however, when a mismatch cannot be resolved, a specific process must be already in place
as a guide.

4. Initial training in mentoring and coaching strategies. The initial training is the first
training the mentor attends. Ongoing mentor training is best integrated into mentor peer
support meetings. Often the first mentor and protégé (both) coaching training occurs near
the end of the first semester, the point at which most program leaders feel protégés have
their “feet on the ground.”

5. Two kinds of ongoing support for mentors. Peer support is when mentors meet to learn
from and support each other. Mentoring of Mentors is the work of a program leader, and
ensures that mentors have the support and accountability they need.

6. Mentor incentives and recognition. Although some districts do not offer stipends,
others find it necessary to offer an incentive. Almost every program includes some form
of mentor recognition. Specific best practices can help programs retain a sufficient number
of mentors.

7. The practice of mentoring and coaching. This is where the components and efforts come
to fruition. If your program has cultivated the whole process, you will be able to reap the
harvest you expect.
 GETTING OFF TO THE RIGHT START
27

ARE ALL OF THESE PROGRAM

PIECES REALLY NEEDED?
Think about the CBAM steps we need to make sure learners are successful at each stage
in their development. If our programs and practices provide the right mix of challenge,
guidance, and support at each step along the way, protégés’ and mentors’ growth is accel­
erated and reaches new, higher levels. How exactly does the CBAM align with all these
program components? Look at Figure 1.9 for help in answering this question.
Each component has both a typical (dark line box) and exemplary (broken line box)
range it addresses on the CBAM. You can easily see that each component provides sup­
port at different CBAM stages. As a complete set of components, the mix ensures that a
person has several opportunities to learn and improve at each step of development. Then
the separate experiences of the development process are integrated by the mentor and the
reflection components of professional growth goals, plans, and a professional growth
portfolio. Together, these cross all CBAM stages and ensure that it makes sense as a whole
to the learner.
Each of us has different learning preferences. The mix of High Impact Program ele­
ments ensures that, regardless of a person’s preferences for learning, learning will be sup­
ported adequately. Whether you prefer face-to-face collaborative settings, online options,
individual professional reflection, or working with materials, the High Impact Mentoring
and Induction Model works to meet your needs.
Are all these program pieces really needed? If the induction program is to help pro­
tégés at every step of their development process and the mentoring program is to help
mentors at every step in their development process, the answer is definitely “yes.”
28
Figure 1.9 How Typical and Exemplary Induction Program Components Support Protégé Growth on the CBAM Stages of Concern

4. Management
1. Aware 2. Information 3. Personal 5. Consequence 6. Collaboration 7. Refocusing
Mech. > Routine

Before school orientation week

New teacher training

Protégé observation of experts

Mentoring Coaching

Peer support

Professional development goals and plan

Professional development portfolio

Induction website

Key: Typical Exemplary

 2
The Program
Design Process

T
his chapter describes a proven, effective process for designing a High Impact
Program. Using this process will ensure that you develop a successful program
right from the start.

DESIGN FROM THE DESTINATION

In an effective program, the decision about program purpose determines program goals
and drives every other decision. This means purpose should be decided early and referred
to often as you make later program decisions. As part of your school district, your
program’s sole purpose is the same as for all other programs: improvement of student
achievement.
The surest way to create a program that accomplishes that purpose is to start from
that desired result and define in reverse all steps needed to arrive at the starting point of
program-level decisions. For your mentoring and induction program’s part in supporting
student learning and achievement, these steps or “links in the chain” include:

• Student learning strategies and achievement

• New teachers’ teaching strategies
• Mentors’ mentoring strategies
• Protégé and mentor training strategies
• Induction program leadership and Mentoring of Mentors strategies
• Program strategies

29
 LEADING THE TEACHER INDUCTION AND MENTORING PROGRAM
30

Figure 2.1 Chain of Causes and Effects

Previously, we discussed the three essentials for program success, including all the
right components, each component functioning at the best practice level, and all compo­
nents needing to set up the others for success (synergy). We can relate these program
essentials to our design sequence, what we will call the Chain of Causes and Effects:

• Each link is necessary or the Chain of Causes and Effects is broken.

• Each link must be strong, which means each must use best practices.
• Each link in our chain must build on what is provided by the previous link and
must anticipate and provide for the needs of the next link in the chain.

The idea of the program as a Chain of Causes and Effects links means that right
actions at the program level will cause cascading effects at the other levels of practice.
Careful design of the Chain of Causes and Effects ensures that each link in the chain is
excellent and supports success in the next link, all the way down the chain to the student
impact at the end.
 THE PROGRAM DESIGN PROCESS
31

Getting the right sequence, strong links and synergy in the chain is complex. This
explains why educational initiatives are hard to implement well, hard to improve when
a link fails, and hard to diagnose when student improvements don’t result. If the whole
chain is not there and working correctly, the ultimate desired effect cannot happen. Our
challenge is to use this Chain of Causes and Effects to build and implement a program
system. It’s a “system” since, after program design, the chain will also guide program
implementation and evaluation.

Figure 2.2 Think of Design, Implementation, and Evaluation Together

What must the Mentoring and Induction Program do?

2. Program Implementation

3. Program Evaluation
What must the program leaders do?
1. Program Design

What must protégé and mentor training do?

What must mentors do?

What must novice teachers do?

What do we want students to do as learners?

Figure 2.2 presents a simplified version of the Chain of Causes and Effects. This ver­
sion helps us to move our focus from the drawing of the chain to the ideas it represents.
The left side shows that we will design starting at the student end of the chain and work
up the chain. However, we must implement and evaluate the program from the program
level and work down the chain. Basically, we need to implement the program strategies
“link” first. That will tell us how to recruit, select, match, train, and support. Then we’ll
put those decisions in place with the Mentor of Mentors/coordinator who also trains and
supports the mentors. Next comes design of trainings and the mentors. First, let’s finish
discussing the design process.

START WITH THE STUDENTS

The final link in our Chain of Causes and Effects, student learning and achievement, is
the first to be defined. If what we design is not aligned with the desired kinds of student
learning and achievement, the program will not help achieve that result.
Most induction and mentoring programs state that improved student learning is their
ultimate purpose. However, few are designed to attain that purpose or actually do it.
Mentoring and induction can improve learning for students, and in some places it does.
However, mentoring and induction cannot accomplish that purpose if there is no agree­
ment on what the desired student learning actually looks like. Rather than defining achieve­
ment as test scores, we need to focus on what successful learners do while they are learning well.
Schools that succeed at increasing student learning and achievement do so because all
staff have agreed on what the desired learning behaviors should look like in classrooms
Other documents randomly have
different content
Chapter 16.
to forget, said Anne. changed to
to forget,” said Anne.
Chapter 20.
did she resent the license changed to
did she repent the license
Chapter 32.
Spurgeon stayed resolutely away changed to
Spurgeon stayed resolutely away.
Chapter 38.
told her Thomas that night. changed to
told her Thomas that night,
*** END OF THE PROJECT GUTENBERG EBOOK ANNE OF GREEN
GABLES ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States
copyright in these works, so the Foundation (and you!) can copy
and distribute it in the United States without permission and
without paying copyright royalties. Special rules, set forth in the
General Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree
to abide by all the terms of this agreement, you must cease
using and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project Gutenberg™
works in compliance with the terms of this agreement for
keeping the Project Gutenberg™ name associated with the
work. You can easily comply with the terms of this agreement
by keeping this work in the same format with its attached full
Project Gutenberg™ License when you share it without charge
with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and
with almost no restrictions whatsoever. You may copy it,
give it away or re-use it under the terms of the Project
Gutenberg License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country
where you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of
the copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
 containing a part of this work or any other work associated with
Project Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute

this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must,
at no additional cost, fee or expense to the user, provide a copy,
a means of exporting a copy, or a means of obtaining a copy
upon request, of the work in its original “Plain Vanilla ASCII” or
other form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive
from the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
 payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt
that s/he does not agree to the terms of the full Project
Gutenberg™ License. You must require such a user to return or
destroy all copies of the works possessed in a physical medium
and discontinue all use of and all access to other copies of
Project Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite these
efforts, Project Gutenberg™ electronic works, and the medium
on which they may be stored, may contain “Defects,” such as,
but not limited to, incomplete, inaccurate or corrupt data,
transcription errors, a copyright or other intellectual property
infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be
read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU AGREE
THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT
EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE
THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person
or entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR
IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you
do or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission

of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status
by the Internal Revenue Service. The Foundation’s EIN or
federal tax identification number is 64-6221541. Contributions
to the Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact
 Section 4. Information about Donations to
the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or determine
the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About

Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.
Welcome to Our Bookstore - The Ultimate Destination for Book Lovers
Are you passionate about books and eager to explore new worlds of
knowledge? At our website, we offer a vast collection of books that
cater to every interest and age group. From classic literature to
specialized publications, self-help books, and children’s stories, we
have it all! Each book is a gateway to new adventures, helping you
expand your knowledge and nourish your soul
Experience Convenient and Enjoyable Book Shopping Our website is more
than just an online bookstore—it’s a bridge connecting readers to the
timeless values of culture and wisdom. With a sleek and user-friendly
interface and a smart search system, you can find your favorite books
quickly and easily. Enjoy special promotions, fast home delivery, and
a seamless shopping experience that saves you time and enhances your
love for reading.
Let us accompany you on the journey of exploring knowledge and
personal growth!

ebookgate.com