Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.
Mentoring programs strengthen faculty relationships within their school community while increasing teachers’ motivation and drive to remain in the profession. If teachers are appreciated, supported, and intrinsically motivated, they will want to be in schools, and they will remain.
Stefanie R. Sorbet is an assistant professor in the College of Education at the University of Central Arkansas. She earned her undergraduate and graduate degrees in elementary education and her doctorate in educational leadership from Southeastern Louisiana University. Patty Kohler-Evans serves as a professor for the University of Central Arkansas College of Education. She holds degrees in special education and educational administration and has extensive experience as a Central Office Director of Programs for Students with Exceptionalities. Renee Calhoon serves as Co-Director of the University of Central Arkansas Mashburn Center for Learning. She holds degrees from the University of Central Arkansas and Harding University.
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Preface Acknowledgements Introduction Chapter 1- Send help quick Chapter 2- Research-The backstory Chapter 3- Roles-Team of leaders Chapter 4- Navigating through change Chapter 5- Addressing concerns for beginning teachers Chapter 6- Addressing concerns for mentor teachers Chapter 7- Addressing concerns for coaches Chapter 8- Addressing concerns for peer buddies Chapter 9- Professional development resources Chapter 10- New teacher induction Chapter 11- Guiding and documenting implementation Chapter 12- Timeline of implementation References About the Author
