This book address a major gap in the current mentoring programs at the secondary level. Staff development resources are often concentrated on helping new teachers be successful in their early school experience. Yes, a good idea, but a limited vision. Meanwhile many veteran teachers go without the mentoring assistance they need to be effective classroom teachers. While a few become mentors themselves, many veteran teachers just settle, slowly giving up, and become at risk of failure, burnout, and thinking only of retirement. This book is a call to school superintendents, building administrators, department chairs, school board members, union leaders, parent leaders, and teacher educators to address the need to provide ongoing mentoring for all teachers.
William L. Fibkins is an author, consultant, trainer, conference presenter, and he has lead a number of successful secondary school reforms projects at the middle, junior high, and high school levels. He holds degrees in counselor education and school administration from Syracuse University. His experience includes director guidance; school psychologist; student assistance counselor; and teaching school leadership, administration, and counselor education courses at the graduate level. To find out more about him and his work, visit williamfibkins.com.
Chapter 1 1 The Pressing Need for Administrators to Take on a Mentoring Role Chapter 2 2 A Vision of the Competent Master Teacher Chapter 3 3 Characteristics of the Effective Mentor Chapter 4 4 How Administrators Can Assess Their Mentoring Skills Chapter 5 5 Selecting and Training the Mentoring Team Chapter 6 6 The Mentoring Team in Action Chapter 7 7 Utilizing Mentoring to Jump Start the No Teacher Left Behind Era Chapter 8 8 Utilizing Mentoring to Provide a Second Act for Veteran Teachers Chapter 9 9 Serving as a Mentor without a Formal Mentoring Program Chapter 10 10 Making the Case for a Whole-School Mentoring Program