Supporting new teachers is a common challenge globally and the European Commission has recently emphasised the need to promote a lifelong continuum of teachers professional development by building bridges between pre-service and in-service teacher education.Peer-Group Mentoring for Teacher Development introduces and contextualises for an internati

This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.

This book addresses how peer group mentoring in higher education can contribute to the development of supportive and collaborative working environments for faculty staff. It draws on an extensive empirical study examining how group based peer-mentoring methods are implemented and experimented within four different academic communities at one university, and documents how these environments and their participants experience peer group mentoring as a collaborative measure in the development of teaching and supervision practices. The book presents a literature review of research on peer group mentoring in higher education and provides the conceptual grounding for the book, placing peer group mentoring within the field of faculty development. The work presents analyses of the enactment of peer group mentoring in different environments and of faculty peers’ engagement and collaboration with colleagues within the same teacher community, across teaching and supervision communities and across institutional boundaries. It also discusses the significance of trust in these peer group mentoring settings, summarises the implications of the reported findings and addresses the role this peer based approach might play in developing supportive collegiality in higher education as a working environment.

Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO

With the future of education being disrupted and the onset of day-to-day uncertainties and challenges that have to be solved quickly, teachers are now turning to professional development communities/support communities where they can share and learn about effective practices to use in the classroom. While transitioning to blended or online learning and keeping up with the technological advances in education, these communities provide an essential backbone for teachers to rely on for support and updated knowledge on what educational practices are being utilized, how they are working, and what solutions have been found for the ever-changing climate of education. Research on the benefits and use of these communities, as well as on the latest educational practices, is essential in teacher development and student learning in the current culture of a rapidly changing educational environment. The Research Anthology on Facilitating New Educational Practices Through Communities of Learning contains hand-selected, previously published research that provides information on the communities of learning that teachers are currently involved in to seek the latest educational practices. The chapters cover the context of these communities, the benefits, and an overview of how this support is a necessary tool in today’s practices of teaching and learning. While highlighting topics such as learning communities, teacher development, mentoring, and virtual communities, this book is essential for inservice and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in how communities of practice tie into professional development, teacher learning, and the online shift in teaching.

This text synthesizes instructional supervision, adult development, teacher education and mentoring, and ongoing professional development. Also forges links between preservice teacher education, mentoring, and school- based supervision. Practical examples and case studies are drawn from extensive work with urban, suburban, and rural school systems, as well as a number of state, national, and international public school/university consortia. First book in the field to focus on mentoring. Provides a unique framework for action/reflection, grounded in theory and 20 years of research to guide supervision and professional growth programs (Ch. 4). Distinct chapters discuss guided reflection (Ch. 13) and ethics relative to supervision (Ch. 15). Biographies highlight leaders in the field.

"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide." —Priscilla Miller, Director Center for Teacher Education & Research, Westfield State College A comprehensive guide for developing successful mentors! Quality mentoring can provide the support and guidance critical to an educator′s first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include: Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners Classroom observation methods and competency instruments Tools to assess preferred learning styles Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.