Best Practices And Programmatic Approaches For Mentoring Educational Leaders

In today’s educational world, supporting graduate students from all backgrounds and ensuring they receive the best education possible is vital. Due to this, academic mentors and graduate student mentoring programs must provide equitable support within learning environments as a construct of social justice for supporting the success of advanced, underrepresented student learners. Best Practices and Programmatic Approaches for Mentoring Educational Leaders discusses empowered perspectives about conceptual and best practice approaches regarding mentoring and supporting doctoral students' success and considers the area of diversity and inclusion in higher education related to best practices in programming. Covering topics such as educational leadership, higher education, mentoring networks, and communities, this reference work is ideal for industry professionals, administrators, policymakers, researchers, academicians, scholars, practitioners, instructors, and students.

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

Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. Innovative Digital Practices and Globalization in Higher Education explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

Leadership Through Mentoring: The Key to Improving the Principals Confidence and Skill lays out the case for the development of robust mentorship programs to support new school leaders. With principal turnover at an all-time high, it is urgent that schools and districts find ways to help newly appointed leaders grow into effective supervisors, managers, and strategic thinkers who can also find personal and professional satisfaction in their careers. Using examples from several established and successful state programs, Leadership Through Mentoring shows how new school leaders’ effectiveness, vision, and engagement can be grown through intentionally designed and executed programs that offer supportive guidance and wise counsel from experienced leaders. Thoughtfully created and appropriately resourced, such programs can pave the way to longer and more successful principal tenures, which research shows lead directly to significant improvements in schools’ cultures, educational efficacy, and teacher and student performance. This is a book for leaders and governing bodies in all kinds of schools.

Higher education has embraced a period of increasingly rapid development due to the speed of technological advances, increased global competition, an ever more astute and savvier consumer base, and ethical planetary responsibilities. One such educational development is transnational education (TNE). The global pandemic has made TNE a timely topic because traditional international education, which relies on the mobility of staff and students, experienced unprecedented challenges, with borders closed and travel banned. This has presented the international education community with a unique opportunity to reassess the effectiveness and efficiency of transnational activities from a social, ethical, and environmental perspective. The Handbook of Research on Developments and Future Trends in Transnational Higher Education offers a perspective of what the future of TNE may look like, what models of TNE there are, its impact, and what institutions may have to do to be successful moving forward. Universities around the world are growing their TNE partnerships. This reference book explores the benefits TNE can offer universities, staff, and students, while increasing its global outlook and capabilities. It further provides concrete suggestions to readers considering this. Covering topics such as employability skill enhancement, formative assessment, and online higher education, this major reference work is an excellent resource for faculty and administrators of higher education, teacher educators, entrepreneurs, researchers, librarians, and academicians.

Transnational higher education was triggered largely by the marketization of higher education, which itself manifests in such characteristics as academic rankings, institutional branding, and an emphasis on managerialism. Recent advances in technology, and the global COVID-19 pandemic, have also driven a “virtual” internationalization of higher education, with universities expanding their digital footprints overseas, accelerating their distance education offerings, and exploring such innovations as virtual exchange programs. Global Perspectives on the Internationalization of Higher Education documents contemporary perspectives on the internationalization of higher education and considers its history throughout the years in order to understand potential future directions. Covering key topics such as student recruitment, institutional branding, and student mobility, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.

Responsive learning and responsible learning have not been considered and utilized appropriately in the past, especially in light of the post-pandemic higher education landscape. A discussion and consideration of the different elements that make up responsive and responsible learning such as agency, agility, mindfulness, connectedness, resourcefulness, active and seamless learning, and regulation of learning are required to advance the field of higher education. Cases on Responsive and Responsible Learning in Higher Education encompasses cases on responsive and responsible learning in higher education and focuses on how the concepts are translated into practice by instructors, learning facilitators, and higher education managers. The book also deals with various practicalities and strategies and adopts existing models and frameworks for 21st century learning. Covering key topics such as learner agency, mindfulness, and personalized learning, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.