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Training Mentors Is Not Enough Everything Else Schools and Districts Need to Do by Hal Portner

Training Mentors Is Not Enough Everything Else Schools and Districts Need to Do


Training Mentors Is Not Enough Everything Else Schools and Districts Need to Do by Hal Portner

`Portner's work provides all educators with a look at both the philosophical side of mentoring new teachers and the very practical side of operating an effective mentoring program. As the teacher shortage grows more pronounced, this book can be a basic blueprint for success in addressing recruitment, induction, and retention of the best possible teachers in any district, large or small, urban or suburban or rural' - Carl E O'Connell, Mentor Program Coordinator Rochester City School District and Rochester Teachers Association, New York `This book is packed with practical suggestions and detailed hints on how a program can be set up and woven into the fabric of a school in a systemic way. Portner captures the ups and downs of mentoring relationships and proposes effective ways to keep mentoring programs energized' - Charles E Gobron, Teacher Chair Professional Development Council Massachusetts Teachers Association Training Mentors Is Not Enough is designed for educational leaders who want to develop an exemplary mentoring programme, or upgrade an existing one. The book will help the reader (a) obtain broad-based commitment and participation from key individuals and groups; (b) understand and work harmoniously within the larger environment in which a mentoring programme operates; (c) develop a mentoring committee's capacity to make decisions effectively; (d) support a mentoring programme with pragmatic and effective policies, procedures, and resources. The book offers down-to-earth discussions and straightforward information supplemented by anecdotes, commentary, examples, and interactive exercises designed to help the reader develop and nurture an exemplary mentoring programme.


[Portner] provides concrete suggestions to overcome such problems as lack of time for the mentor-mentee relationship, the difficulty of prioritizing budget items as they relate to one's mentoring program, providing compensation for mentors, and ethically and legally selecting the best mentors. -- Mentoring and Tutoring, Vol. 13, Issue 1, 2005

About the Author

Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education's Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Hal developed and teaches for Western New England University a 3 credit MEd in Curriculum and Instruction online core course in Mentoring, Coaching, and professional development. Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Proteges (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) - all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education admin-istration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.

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Book Info

Publication date

10th May 2001


Hal Portner

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Corwin Press Inc an imprint of SAGE Publications Inc


128 pages


Teaching skills & techniques



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