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This book will help you and your staff to develop a framework for continuing professional development within your school or college.
"This book is for anyone with a responsibility for the mentoring of student teachers, the induction of new teachers and the professional development of experienced staff. It will also be useful for LEA and CPD advisers, as well as training providers."--Jacket.
The knowledge base about mentoring and coaching in education has grown considerably worldwide in the last decade. The very many definitions of mentoring and coaching demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to learning. This Handbook is a leading source of ideas and information. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, this handbook maps current knowledge and understanding, values and skills underpinning educational mentoring and coaching for learning. Contributors who are leading scholars and practitioners address issues of theory and practice in school, higher education, and other educational contexts, and they set out practical applications of coaching and mentoring for practitioners and researchers. Contributors also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning. The SAGE Handbook of Mentoring and Coaching in Education is an essential reference for practitioners, researchers, educators, and policymakers. Dr Sarah J Fletcher is an international Educational Research Mentoring and Coaching Consultant and she convenes the Mentoring and Coaching SIG for the British Educational Research Association. Carol A Mullen is Professor and Chair, Educational Leadership and Cultural Foundations Department, at The University of North Carolina at Greensboro, North Carolina, USA.
The purpose of this book is to share with teachers a successful coaching model that has been researched, designed, piloted, evaluated and used across a range of schools. It is a peer coaching model which teachers use with teachers. It is a model which, as a coach or coachee, both parties will learn from. While the model is directed to teachers, it is equally applicable and transferable to other professions.The book is clear and concise with relevant background information, a step-by-step process, and includes case studies.
Mentoring and Coaching in Schools explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning.
Mentoring in teacher education has been a key issue in ensuring the healthy development of teacher learning. Variety in the actualization of mentoring can lead to the exposition of new qualities and the evolving roles that mentors might undertake. Mentorship Strategies in Teacher Education provides emerging research on international educational mentoring practices and their implementation in teacher education. While highlighting topics such as e-mentoring, preservice teachers, and teacher program evaluation, this publication explores the implementations and implications that inform the existing practices of teacher education mentoring. This book is a vital resource for researchers, educators, and practitioners seeking current research on the understanding and development of existing mentorship strategies in a variety of fields and disciplines.
Mentoring Teachers in the Primary School helps mentors of trainee and newly qualified primary school teachers to both develop their own mentoring skills and provide the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years in the classroom. Offering tried and tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs. Together with tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding teachers. Key topics for primary mentors include: the role of the mentor, mentoring relationships, mentoring in specialist areas, mentoring development. Filled with guidance to support mentors’ own development, as well as the development of beginning primary teachers, Mentoring Teachers in the Primary School is a vital guide for mentors of primary school teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire mentors.
This practical guide will help school-based mentors of trainee or newly qualified English teachers in developing their own mentoring skills, whilst providing the essential guidance their trainees need as they navigate their new role in the secondary classroom. With analytical tools for self-evaluation, this is a key resource that will support and inspire mentors and help them identify both strengths and skill gaps to develop confidence and knowledge in their mentoring position. By providing practical tools such as tasks, feedback guides, further readings and examples of dialogue with trainees, this volume covers the knowledge, skills and understanding every mentor needs. Key topics explored include: Roles and responsibilities of mentors; How to develop a mentor–mentee relationship; Developing beginning English teachers’ subject knowledge and expertise, including planning for pupils’ learning; Managing workload and student teacher well-being; Developing collaborative practice; Developing the wider, professional role of the teacher. Filled with tried-and-tested strategies based on the latest research, Mentoring English Teachers in the Secondary School is a vital guide for mentors of English teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
The challenge for those coaching, mentoring, supervising or teaching adults is to design and deliver high-quality programmes that encompass a blend of teaching and learning approaches and strategies, that are constructed for adult learners in multiple educational environments and that cater for the diversity of adult learners’ needs. Adult learners are complex individuals who come to the learning process with a multitude of different experiences. Teaching, Coaching and Mentoring Adult Learners helps practitioners step up to this challenge by developing the skills needed to share their expertise with adult learners and engage them in new transformative practices. This book also forms a timely contribution to the current period of evolution in adult education, where extreme changes in the nature and scope of work and the globalisation of work and life are influencing learning. The shift in adult education addressed in this book includes: the globalisation of the workforce and the cultural impact on adult, tertiary and further education the relationship established between adult educators and adult learners provision of adult education and professional development by private and major multimedia and corporate interests occupations boundaries between professions and between skilled and unskilled work assessing adult learners’ needs and adapting strategies to meet the perceived needs of adult learners in medicine, education, psychology and industry designing learning experiences to maximise the processing of complex conceptual knowledge and then transforming the knowledge to fit new learning environments the role of new technologies of learning in adult and vocational learning. This book provides research-based insight into the expectations and the value of the coach, mentor, tutor and supervisor roles and combines research with strategic guidance to support the implementation of innovative techniques through case studies, strategies and methodologies in teaching and learning in higher education and professional learning. Bringing together insights from an expert range of international contributors, this text will be invaluable to higher education professionals and those involved in supervising, coaching and mentoring in the workforce.
The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.
