Annotated Bibliography


Blank, M., & Kershaw, C. (2009). Mentoring as collaboration: Lessons from the field for classroom, school, and district leaders. CA, Corwin Press.
Blank and Kershaw know that high-quality mentoring can have a direct, positive impact on instructional and student success when school-based teams of administrators and teacher leaders work together to promote shared ownership for new teacher success. Their publication Mentoring as Collaboration shows school and district leaders how to develop a collaborative, team-based mentoring program that helps retain new teachers, improve student achievement, and boost school performance. They present a practical, field-tested model that clearly defines roles, expectations, and experiences for new teachers, mentors, and school leaders and builds on the research on effective teaching, leadership, and organizational development. Administrators and teacher leaders in any school or district can use this comprehensive how-to guide to: develop, assess, and sustain mentoring programs; attract and retain talented teachers; develop teacher leaders; and create energized learning communities. You will find step-by-step guidelines and real-world scenarios to help you embrace mentoring through collaboration.
Breaux, A., & Wong, H. (2003). New teacher induction: How to train, support, and retain new teachers. CA, Harry K. Wong Publications, Inc.
In line with the respectful nature Harry Wong is noted for, Breaux co-authors this book with the belief that “every child – and every new teacher – should be treated with dignity and respect”. Breaux and Wong share stories of successful mentoring programs and support your learning through the following chapters: the case for induction, there is only one way to improve student learning, how to structure an induction program, mentoring the new teacher, exemplary induction programs, more induction programs, frequently asked questions, an investment in our future, and beyond induction. This is a superior resource for any school desiring to begin or enhance an effective mentoring program.
Gudwin, D., & Salazar-Wallace, M. (2010). Mentoring and coaching: A lifeline for teachers in a multi-cultural setting. CA, Corwin Press.
Gudwin and Salazar-Wallace help new teachers thrive in culturally and linguistically diverse school settings. The challenges of teaching in a culturally and linguistically diverse (CLD) school, including language barriers, special needs, and teacher isolation, can be especially overwhelming for early-career teachers. This unique book on mentoring and coaching new teachers is specifically designed for multicultural school settings, although educators in all settings can benefit.
The authors draw from their own experience implementing a highly successful mentoring program for new teachers in a large, urban school district. The book offers practical examples anchored in the current theoretical and research base for the professional development of novice teachers in urban as well as non-urban areas. Filled with vignettes that directly capture the real-life experiences of new teachers and their mentors, this book Illustrates how to develop effective teacher-to-teacher mentoring relationships, raises readers' awareness of issues that might arise from CLD differences, facilitates more effective communication, and offers reproducible resources, agendas, and other sample materials for a variety of contexts.
Hicks, C., Glasgow, N., & McNary, S. (2004). What successful mentors do. CA: Corwin Press.
Hicks and Glasgow offers sensible strategies to help mentors help new teachers. Using state-of-the art research as a base, the authors provide 81 ways to put those "firsts" in perspective for your new teachers. Working from decades of experience, the authors synthesize theory and practice to show mentors how to: increase new-teacher retention with the surest methods for classroom success; encourage teachers in ten essential areas of teaching, from using assessment tools to developing a personal teaching style; guide teachers in their relationships with colleagues, parents, and administrators; improve their own mentoring approach and develop a mentoring style; and avoid common mentoring pitfalls. The hints and tips provided in this resource are the ones educators go to over and over again!
Lindley, F. (2009). The portable mentor. CA, Corwin Press.
Lindley provides a focused, organized approach to help first-year school leaders succeed and grow on the job! Based on more than 40 years of experience as an educator, principal, and principal mentor, Frederick Lindley defines the role of a successful school principal as an effective leader with strong management skills. Written in a conversational style, this portable guide helps entry-level principals and their mentors navigate through the first days and months of a principalship.
An excellent feature is that the resource is designed around the nine-month school year; this book emphasizes organization, communication, nurturing the mentoring relationship, and using a balanced approach to leading and managing. You will also find information on short-term and long-term administrative responsibilities and help in planning for the second year as principal. This is an essential tool for new principals and their mentors.