Creating And Sustaining A Collaborative Mentorship Team
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Creating and Sustaining a Collaborative Mentorship Team by Dianne M. Gut,Beth J. VanDerveer,Mary Barbara Trube,Pamela C. Beam Pdf
In response to changes in the workforce, scholars are calling for mentoring that is more fluid, flexible, and responsive to the needs of diverse groups of individuals, whether culturally (Kochan & Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge, 2015) or intergenerationally (Thorpe, 2012) diverse. With these changes, there are greater demands for intergenerational and intercultural collaboration and mentoring. One response to these changes is to take a more collaborative, interactive, and transformational approach to mentoring. In response, this book provides a model for collaborative mentoring, based on best-practice, grounded in theory and research, and framed by the Dynamic Model of Collaborative Mentorship. Each chapter provides a description of one of the five components of the mentoring model which are grounded in theory and include: agency, values, engagement, patterns, and roles. Individual chapters provide resources, prompts and questions to guide reflection, and suggested readings. This book is authored by four individuals who work, research, and write as a team. The book itself is the product of their mentoring research as well as their mentoring practice in action. It is current and timely, focusing on team processes which are collaborative, dynamic, reflective, and continuously developing and evolving.
New Directions in Mentoring by Dale W. Lick,Carol A. Mullen Pdf
This collection is the result of action research carried out by teachers, administrators and professors operating a school-university collaboration. It creates a model of mentoring where guided but flexible structures are used to unleash the creative capacity of the group. The research accounts reveal much about the nature of mentoring organizations, as they are now and how they might be improved. Approaches include the use of lifelong mentoring, synergistic co-mentoring, professional peer networking and the creation of collaborative relationships and teams.
Mentoring for Wellbeing in Schools by Benjamin Kutsyuruba,Frances K. Kochan Pdf
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings. ENDORSEMENTS: "Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors’ support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work." — Carol A. Mullen, Virginia Tech "Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals." — Andrew J. Hobson, University of Brighton, UK
More Than a Mentoring Program by Graig R. Meyer,George W. Noblit Pdf
In striving to reduce racial achievement gaps, schools and youth development programs are increasingly turning to youth mentoring programs. But how to ensure success? Here, accomplished educators Graig Meyer and George Noblit reveal how one such program challenged institutional racism and eliminated persistent achievement disparities in a local school system that boasts a national reputation for excellence. The authors share personal lessons, strategic guidance, and detailed practical advice for education and community leaders seeking to create successful youth mentoring programs. Their story, backed by research, offers real-world perspective on the important work of challenging systemic racism in schools. Meyer and Noblit demonstrate how mentoring and advocacy come together in a strengths-based program that boosts academic success and post-secondary enrollment for youth of color, while also creating change to benefit all students in a school system.
National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on Higher Education and Workforce,Committee on Effective Mentoring in STEMM
Author : National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on Higher Education and Workforce,Committee on Effective Mentoring in STEMM Publisher : National Academies Press Page : 307 pages File Size : 48,9 Mb Release : 2020-01-24 Category : Education ISBN : 9780309497299
The Science of Effective Mentorship in STEMM by National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on Higher Education and Workforce,Committee on Effective Mentoring in STEMM Pdf
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration by Judy F. Carr,Nancy Herman Pdf
How can you create a school environment where everyone — staff and students alike — will become an active, engaged learner? How can you develop a collegial school culture that will improve morale, expand professional opportunities, and raise student achievement? How can you make a difference in your school? Judy F. Carr, Nancy Herman, and Douglas E. Harris show how to transform your school into a dynamic learning community. Drawing on decades of experience and success, these former educators and trusted consultants provide expert guidance on * Identifying potential leaders and fulfilling their professional ambitions * Selecting coaches and strengthening professional development capabilities * Recognizing and maximizing the talents and resources of veteran and beginning teachers * Establishing a self-renewing, satisfying mentor program * Designing and running effective study groups Whether you are a teacher leader, district supervisor, or principal, these valuable and practical strategies will help you build and sustain collaborative relationships in your school—and embark on a shared journey toward mutual support, continuous learning, and higher achievement.
Mentoring as Collaboration by Mary Ann Blank,Cheryl A. Kershaw Pdf
School and district leaders will discover how to develop, assess, and sustain a collaborative, team-based mentoring program that helps retain new teachers and improve student achievement.
Building and Maintaining Collaborative Communities by Judith J. Slater,Ruth Ravid,R. Martin Reardon Pdf
Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues. Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration. The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.
Advanced Critical Care Nursing - E-Book by Vicki S. Good,Peggy L. Kirkwood Pdf
Awarded third place in the 2017 AJN Book of the Year Awards in the Critical Care- Emergency Nursing category. Learn to effectively address life-threatening and potentially life-threatening patient conditions, with Advanced Critical Care Nursing, 2nd Edition. Endorsed by the American Association of Critical-Care Nurses (AACN), this comprehensive, nursing-focused text centers on the clinical reasoning process as it helps you comprehend, analyse, synthesize, and apply advanced critical care knowledge and concepts. The book is organized within the structure of body systems along with synthesis chapters that address patient conditions involving multiple body systems. Numerous illustrations and graphs plus unfolding case studies further aid your understanding and help you apply text content. In all, Advanced Critical Care Nursing is the must-have resource dedicated to helping you oversee or care for critical care patients in any practice setting. Body systems organization emphasizes core systems and advanced concepts. Consistent chapter format features numerous illustrations, charts, and graphs in each chapter to enhance understanding. Synthesis chapters address patient conditions that involve multiple body systems — a common occurrence in critical care nursing. Unfolding case studies with decision point questions are included at the end of all disorders chapters, providing opportunities to apply advanced critical care content to actual scenarios. Medication tables incorporate common classifications of critical care drugs for specific disorders, including drugs, actions, and special considerations. NEW! Updated information throughout reflects the latest evidence-based content as well as national and international treatment guidelines. NEW! Streamlined content places a greater focus on the need-to-know information for today’s high acuity, progressive, and critical care settings. NEW! Expanded coverage of emerging and infectious diseases and multidrug-resistant infections keep readers up to date with the most topical diseases, such as the Zika virus. NEW! Additional content on alternative settings for critical care now includes the eICU and remote monitoring. NEW! Full-color design clarifies important concepts and improve the book's usability.
Uncovering the Cultural Dynamics in Mentoring Programs and Relationships by Frances K. Kochan,Andrea M. Kent,André M. Green Pdf
Although cultural issues have a powerful influence on the failure and success of mentoring programs and relationships, there is scant research on this area and little in the way of guidelines that practitioners can use to help assure mentoring success. This book seeks to expand our knowledge and understanding of this topic and to foster the use of this information to enhance practice and research. The book is unique in a number of ways and will be an important resource for all those engaged in mentoring endeavors and for those conducting research in this area. First, it presents research findings on the cultural impact of mentoring at the individual relational level, at the organizational level, and within the structures of the society. Secondly, the chapters describe mentoring from an international perspective including programs from Africa, Australia, Canada, Finland, India, Ireland, Korea, Scotland, Sweden and the United States. Third, the book is research based and yet, can be easily applied to practice. Chapters provide information on lessons learned and also include reflective questions to enable the reader to delve more deeply into the constructs and findings in order to apply them to their own practice and research. This makes the book an ideal resource for training mentors and mentees, for designing mentoring programs, for teaching about mentoring, and for establishing and maintaining mentoring relationships. It also will be of value to those who are engaged in conducting research on how to create and maintain successful mentoring relationships and programs. Endorsements All mentoring relationships are diverse. Indeed, it is the difference between mentor and mentee that creates the potential for co-learning. Mentoring that bridges cultural gaps opens the way to an exchange of understanding about both internal and external assumptions and perspectives (how each of us thinks and how the world functions for each of us). In this book, the editors and contributors demonstrate the diversity of diversity, with particular focus on education in different societies. I recommend it as essential background reading for anyone designing mentoring programmes, in which cultural diversity will be a significant dynamic. Dr David Clutterbuck, Special Ambassador, European Mentoring and Coaching Council In this boundary-spanning volume, the authors pull back the curtain on the latest evolution of mentoring theory and practice revealing that all mentoring relationships are intrinsically cultural. Not only that, the researchers present creative, empirically sound ideas for mentoring at different scales—personal encounters, networked communities, and loose collectives. This book is robustly inclusive of structural layers of mentoring differentiated by context—whether higher education, schools, or collegial communities—making meaning of cultural diversity as part of one’s inner core of relational and systematic mentoring. Practitioners of mentoring and researchers of mentoring alike should find this work important for understanding the breadth and depth of mentoring in different cultural contexts while allowing its essence to remain unfolding, rather than simply told. All mentoring professionals can gain insight and value from the diversity of theoretical orientations that capture as well as map the impact of global and cultural influences of mentoring in everyday worlds. A must read for all who care about the quality of educational relationships and about making a difference in learning settings. ~ Dr. Carol A. Mullen, Professor of Educational Leadership, Virginia Tech, University Council for Educational Administration (UCEA) Plenary Session Representative (PSR)
Creating a Mentoring Culture by Lois J. Zachary Pdf
In order to succeed in today’s competitive environment, corporate and nonprofit institutions must create a workplace climate that encourages employees to continue to learn and grow. From the author of the best-selling The Mentor’s Guide comes the next-step mentoring resource to ensure personnel at all levels of an organization will teach and learn from each other. Written for anyone who wants to embed mentoring within their organization, Creating a Mentoring Culture is filled with step-by-step guidance, practical advice, engaging stories, and includes a wealth of reproducible forms and tools.
Mentoring as Collaboration by Mary Ann Blank,Cheryl A. Kershaw Pdf
School and district leaders will discover how to develop, assess, and sustain a collaborative, team-based mentoring program that helps retain new teachers and improve student achievement.
How School Principals Sustain Success over Time by Lejf Moos,Olof Johansson,Christopher Day Pdf
This work represents a publishing event in education research. Genuinely groundbreaking, it is the result of longitudinal research from five nations over five years. The authors set themselves an unprecedented task: to analyze how it is that successful school principals sustain positive outcomes over a significant period of time. To find out, they initiated the International Successful School Principal Project (ISSPP) assembling 30 multinational case histories and numerous comparative analyses. In doing so, they recorded fresh perspectives on the influence school principals can have on their schools, the quality of teaching in their classrooms, and student outcomes. Revisiting the subject schools in 2007, they found many principals still in place, having steered their organizations through various minefields of political, governance and educational reform. As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge. It incorporates data from educational systems in Australia, Denmark, Norway, Sweden, England and the USA. One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts. The research also demonstrates that successful principals maintain close communication with their staff and the wider school environment, and that they are adaptive, maximizing the opportunities presented by new political contexts and expectations, yet without losing sight of their school’s core moral and ethical principles. The volume’s international thematic analysis has allowed comparative conclusions to be drawn on what the principals do to sustain and foster pedagogical and institutional success.