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Heller, Mel P.; Sindelar, Nancy W.Developing an Effective Teacher Mentor Program.Fastback 319.Phi Delta Kappa Educational Foundation, Bloomington,Ind.

ISBN-0-97367-319-09125p.Guides - General (050)

MF01/PC01 Plus Postage.Administrator Role; *Beginning Teacher Induction;Beginning Teachers; Elementary Secondary Education;*Helping Relationship; InterprofessionalRelationship; *Mentors; *Program Development; ProgramEvaluation

School districtsto consider four things: (1) theprogram; (2) how to start such aneeded for a successful program;

considering a mentoring program needreasons for a teacher mentorprogram; (3) administrative supportand (4) pitfalls to avoid. The

reasons for having a mentor program are that it benefits the newteacher, the mentor, and the school. The new teacher's opportunitiesto exchange views with an experienced teacher is a distinct benefitto him/her. The mentor benefits also, however, because of theopportunity to share views, experiences, and strategies. The improvedteaching that usually results is an asset to the school. Starting aprogram involves six stages: establishing a rationale, settingcriteria for the selection of mentors, defining roles, inviting thementors, training the mentors, and evaluating the program. To besuccessful, the program must have administrative support from theboard of education, the superintendent, the central office staff, theteacher union, and the principal. As with any new program,anticipating problems can help to avoid them. Some pitfalls are:overdependence on the part of the protege, ego problems on the partof the mentor, and the evaluation dilamna arising from the mentor'sdual role of confidant and eva3uator. Mentorship programs promoteprofessionalism by providing continuous staff development during thefirst year of teaching. (AMH)

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MEL P. HELLER NANCY W. SINDELAR

Mel P. Heller is a professor in the Department of EducationalLeadership and Policy Studies at Loyola University of Chicago. Hehas taught at all levels, from elementary school to graduate school.A former superintendent, he is the author of approximately 200 pub-lications, including fastback 36 Preparing Educational Leaders: NewChallenges and Perspectives. He is a recognized authority and lec-turer on leadership and staff development. Heller received the Out-standing Educator of America Award, 1972; De Paul UniversityDistinguished Alumni Award, 1977; and Loyola Phi Delta KappaLeadership Award, 1988.

Nancy W. Sindelar is dean of instruction at Morton High Schoolin Berwyn/Cicero, Illinois. She has developed mentor teacher pro-grams for a number of school districts and has made presentationson mentoring at state and national conferences. Sindelar's other profes-sional interests and publications focus on teacher evaluation and dis-missal, teacher and student rights, and writing across the curriculum.Sindelar holds a Ph.D. in educational leadership and administrativepolicy from Loyola University of Chicago, a C.A.S. in administra-tion from Concordia University, an M.A. in literature from De PaulUniversity, and a B.S. in English education from NorthwesternUniversity.

Series Editor, Derek L. Burleson

3FINT r(IPY AVAII Aril F

5P

Developing an EffectiveTeacher Mentor Program

byMel P. Heller

andNancy W. Sindelar

Library of Congress Catalog Card Number 91-60200ISBN 0-87367-319-0

Copyright @ 1991 by the Phi Delta Kappa Educational FoundationBloomington, Indiana

4

This fastback is sponsored by the SouthCentral Iowa Chapter of Phi Delta Kappa,which made a generous contribution towardpublication costs.

The chapter sponsors this fastback tohonor W. Paul Fomey for his 50 years of ac-tive membership in Phi Delta Kappa, for theleadership and inspiration he has given to thechapter, and for the example he has beento the teaching profession.

5

Table of Contents

Why Have a Teacher Mentor Program? 7

Benefits for the New Teacher 8

Benefits for the Mentor 9

Benefits for the School 9

How to Start a Program 11

Selecting the Mentors 12

Training the Mentors 14

Evaluating the Program 15

Administrative Support for a SuccessfulTeacher Mentor Program 16

Pitfalls to Avoid in Teacher Mentor Programs 18

Conclusion 21

References 22

Why Have a Teacher Mentor Program?

The term mentor has its origin in Homer's Odyssey, when Odys-seus entrusted the education of his son, Telemachus, to a wise andlearned man named Mentor. Since then, it has had a long and distin-

guished history.Mentoring is simply the advice from a respected, experienced per-

son provided to someone who needs help. Informal mentorship existswhenever one person explains to another the how or the why of some-thing. Formal mr vorship occurs as an organized, systematic rela-tionship of providing and receiving assistance and insight. Theprovider is the mentor; the recipient is the protegé. Both informaland formal mentorship take place in business, medicine, law, and other

professions.In education the main focus of the mentor-protegé relationship is

experiential learning. Mentors are seasoned, experienced teachers whoact as teachers, guides, counselors, role models, and friends to newteachers. This relationship results in benefits for the new teacher, thementor, and for the school organization. The new teacher or protégéreceives knowledge, skills, support, and inspiration, while the mentorderives satisfaction, professional fulfillment, loyalty, and prestige.As a result of the mentoring relationship, the school organizationachieves increased productivity, more effective instruction, andreduced turnover, because the mentorship has provided a systematicinduction into the organization.

Benefits for the New Teacher

Research indicates that beginning teachers want to achieve profes-sional autonomy and status equality with their colleagues (Lortie1975), but that 92% do not seek help from colleagues except indirectlyby swapping stories about personal experiences (Glidewell et al. 1983).This method of experience transfer not only hides novices' weaknessesbut also prevents them from obtaining help with problems. Gray andGray (1985) assert that "more than experience swapping is needed:a sense of community must be established, consisting of interdepen-dence, shared concerns, a sense of common fate, and a sense thatothers stand by when one is under stress or uncertainty about whatto do" (p. 39).

A study of 602 first-year teachers in New York City (Sacks andBradley 1985) found that beginning teachers look to mentors for moralsupport, guidance, and feedback (24%); discipline and managementskills (20%); curriculum and lesson planning (18 %); school routinesand scheduling (15 %); motivation techniques (6 %); and individual-ized instruction (2%). Studies of successful mentor programs indi-cate that mentors provide assistance and support in ail these areas,which are critical to the professional success and personal well-beingof new teachers.

For the protégé to benefit from the relationship, the mentor mustbe available, approachable, and receptive (Egan 1986). Although thementor's views may carry more weight than those held by the protégé,the protégé's ideas, questions, attitudes, and style should influencethe mentor's advice and direction. As the protégé grows in compe-tence and confidence, decision making becomes increasingly morecollaborative. The two become a team and must be able to share ideasopenly. The very fact that the novice is afforded regular, ongoingopportunities to express views to a seasoned performer is a distinctbenefit for the new teacher.

sg

Benefits for the MentGr

While mentor relationships offer a variety of benefits to the protégé,there also are benefits for the mentor. By explaining such things asschool handbooks, rules, traditions, and expectations, the mentor hasthe satisfaction that comes from exercising leadership and transfer-ring important information to another. Additionally, the opportunityto help shape the professional growth of a protégé by sharing instruc-tional strategies and insights is challenging and rewarding. Answer-ing questions, making suggestions, and demonstrating skills involvesthe mentor in a prmess of self-examination and introspection aboutthe art and science of teaching. The quesjons and concerns of theprotégé require that the mentor be well prepared in instructional,management, and leadership roles.

Also, the protégé can share with the mentor new content and teach-ing strategies. Mentors may be surprised by how much the protégéknows about subject matter and methodology, and a healthy compe-tition can result if the mentor is open to suggestions from the protégé.

Ultimately, the protégé can be a source of knowledge and inspira-tion for the mentor. They can :tarn from each other in a mutuallysupportive environment. Once paired with a protégé, the mentor hasa ready, critical ear in a colleague who both receives and shares inthe development of professional expertise.

Benefits for the School

The school also benefits greatly from mentorship activities. Theopportunity for teachers to help each other to be better teachers isan obvious asset. Another benefit is that new personnel are inductedinto the positive norms of the organization. Research and experienceshow that a new teacher will find a mentor of some kind; however.it is better to have a good mentor program in place to promote andnurture excellent teaching, good classroom management, adherenceto school rules and regulatiuns, and positive attitudes. In addition,

9 9

there is a certain esprit de corps that develops from an effective men-tor program. This spirit can be contagious and foster innovationthroughout the school.

Networking is another benefit of mentorship to the organization.Networking involves contacts between two or more people in whicheach plays the role of mentor and protég6 at different times and todifferent degrees (Haring-Hidore 1987). Mentors can meet and shareinsights about their work, and protdgds can share their experiences.The isolation of teaching is broken down; and as the mentoring pro-gram progresses, this networking can lead to an ever-expanding poolof good ideas.

Improved instruction is the ultimate goal of a mentoring program.When the community becomes aware of how teachers help each oth-er to become better teachers, it has a concrete example of how theschool is working to improve; and community support usually willbe forthcoming.

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10

How to Start a Program

The first stage in developing a teacher mentor program is to estab-lish a rationale for the program. In addition to the benefits outlinedin the last chapter, a needs assessment should be conducted to deter-mine the specific needs of new teachers in a school or district. Theseneeds, then, become the basis or rationale for the program.

The second stage is to establish criteria for the selection of men-tors and to define their roles. A committee composed of faculty andadministrators is a good structure for determining the roles to be playedby the mentors. Also, new teachers should have input, because theirneeds will strongly influence the nature of the program. Once the men-tors have been selected, they, too, will have additional suggestionsfor the program.

Mentor roles might include the following:

to increase the proteges instructional competence;to increase the proteges self-confidence;to be a resource to the protege in the areas of discipline, class-room management, curriculum, and lesson planning;to be a resource to the protege in the areas of school policy,procedures, and rouines; andto be a friend.

Once the roles are defined, the duration of the mentorship periodmust be determined. Mentors will want to know the extent of theircommitment. While informal mentorships may continue for a num-ber of years, the formal mentor period usually extends for one aca-demic year.

Selecting the Mentors

Once a clear rationale has been established, the mentors and pro-tigis need to be selected. The protégés, of course, will be the newteachers hired by the district. Criteria for the selection of mentorsshould include the following:

1. Mentors should be excellent teachers. Mentors should be teacherswho have been judged by their supervisors, based on objective criter-ia, to have the ability to plan and implement organized, academicallyfocused lessons. They should have excellent classroom-managementskills and use disciplinary methods that arc consistent with school poli-cy They should create a learning climate that cultivates student achieve-ment and respect for learning and for the teacher. Finally, they shouldbe introspective about their own teaching and be able to articulate thereasons for the instructional decisions they make. From their experi-ences they should know what to attend to and what to ignore. Instruc-tional decisions, such as when to stay with a topic and when to moveon, should be based on teaching context and the needs of students.

2. Mentors should be team players. Mentors should have a posi-tive attitude toward the school and the persons who make up the schoolcommunity. While not ignoring problems, mentors should supportthe F.ystem with an attitude of looking at the cup as half full insteadof half empty.

3. Mentors should match the subject area and grade level of theirproteges. It is important that the mentor and protégé match with re-gard to subject area and grade level be as close as possible. Ideally,the protégé second-grade teacher should be matched with a mentorwho is a second-grade wacher; a new high school English teacherhired to teach multiple sections of Creative Writing and Speech shouldbe paired with a mentor with expertise in these subject areas. Also,scheduling of common preparation periods and lunch periods facili-tates communication in the mentoring relationship.

Other characteristics of good mentors are that they are people-oriented and even-tempered; they respect and like their subordinates

2

and engender trust and respect in others (Clawson 1979). Alleman(1982) found successful mentors to be confident, secure, flexible,altruistic, warm and caring, and sensitive to the needs of protégés.

Once individuals with these characteristics have been identified,the principal or superintendent invites them to become mentors. Theinvitation should communicate that those invited are viewed as effec-tive tuchers, whose experience and skills will be most helpful in work-ing with new teachers in the school. While potential mentors shouldfeel honored to be invited, they should not be obligated to accept theassignment. A sample mentor invitation letter is shown below.

Sample Invitation to a Prospective Mentor

Dear

The district will be hiring a number of new teachers next year.In order to introduce them to school routines and proceduresand help them to become more effective instructors, we wouldlike to assign a mentor to each new teacher. Because you arean excblIclit teacher and have made mai y valuable contribu-tions to the district over the years, I am inviting you to becomea participant In the Teacher Mentor Program.

As a mentor, you will be matched with a new teacher andasked to help him or her during tb,ir first year. You will receivementor training during a one-day workshop on (date) . Atthat time you will learn more about the roles and responsibili-ties of mentorship.

Please let me know if you are able to accept this invitationto become a mentor.

Sincerely,

Principal

313

Training the Mentors

Once the mentors have been selected and theit general roles havebeen defined, a training component is necessary to help the mentorsunderstand the needs of beginning teachers. A one-day training ses-sion of four to five hours should be scheduled before the beginningof the academic year.

A beginning activity might be to ask the mentors to recall an im-portant mentor in their own lives and the things that person did whichcontributed to their professional development. The training shouldinclude an overview of the characteristics of a novice teacher, a dis-cussion of mentor roles and responsibilities as defined by the district,guidelines for classroom visitations between mentors and protégés,a review of research on effective instruction (teacher planning, clari-ty of instruction, questioning strategies, teacher feedback, classroommanagement, instructional organization, and student motivation), areview of the stages of the mentor relationship and how long that rela-tionship will last, and a clarification of the evaluation role of thementor.

Mentors should be provided with a simple mentoring handbook,which is reviewed during training and serves as a guide for the dura-tion of the mentor period. The handbook might include the followingtopics:

Research base for mentoring,Basic purposes of the mentor program,Suggested roles for the mentor,Guidelines for class visits,Summary of effective schools research,Summary of discipline and due process procedures, andSummary of the attendance policy.

After the training session, the mentors and new teachers can beintroduced at a luncheon or other social setting, which is scheduledprior to the first day of school

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14

Evaluating the Program

As with any new program, the teacher mentor program should beclosely monitored during its first year. This should begin with a for-mal written evaluation of the Mining session and suggestions for topicsthe mentors might want covered in a follow-up session later in the year.

There also should be formal evaluations by mentors at the end ofthe first quarter and mid-year in the program. The first-quarter evalu-ation should focus on the mentors' success in meeting the establishedgoals, including ways that administrators could be more helpful inenabling the mentors and protégés to achieve those goals. The mid-year evaluation should include a trouble-shooting session at whichthe mentors discuss their roles and the ways by which they can im-prove their mentoring responsibilities.

At the end of the year, the program should be evaluated by bothmentors and protdgds. Protdgis should be asked how successf, 4 theprogram was in helping them adjust to school routines and proce-dures, improve their teaching, and feel "at home" in the district. Themeators should evaluate the program using these same criteria andalso whether being a mentor helped them to be more introspectiveabout their own teaching.

At the end of the year, the school district should evaluate the pro-gram in terms of the costs and benefits. Among the costs to considerare stipends paid to mentors and the trainer for the training session,preparation of training manuals and other printed materials, and foodservice for the training luncheon awl other meetings. Benefits canbe assessed through the mid-year and end-of-the-year evaluations bymentors and protégés.

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15

Administrative Support for aSuccessful Teacher Mentor Program

Administrative support is crucial for the success of a mentorshipprogram. Matching mentors and protégés, scheduling contact time,and managing and evaluating the program all require administrativesupport. This support must originate with the school board and bereinforced at every level in the administrative hierarchy. Followingis a brief discussion of the levels of administrative support neededfor a successful program.

Board of Education. Beyond authorizing the teacher mentor pro-gram, the school board must provide the resources necessary for suc-cess, including personnel, time, materials, and some funding. Theboard should hold the administration accountable for structuring,monitoring, and evaluating the program and should request periodicreports on the progress and problems of the program.

Superintendent. The superintendent's involvement in the teachermentor program will depend on day-to-day priorities. Except in verysmall school districts, the superintendent is usually physically removedfrom the daily operations in individual school buildings. However,this physical distance does not preclude being well informed, allocatingresources, and giving the program a high profile. It is important forthe superintendent to communicate in word and deed that the mentorprogram is an essential part of the district's staff-development effortdevoted to the induction of new teachers. The superintendent also mustwork with the board to ensure that the program is adequately funded.

16.16

Central Office Staff. Other than the superintendent, the central of-fice staff probably will not be directly involvld in the teacher mentorprogram. However, the central office can provide valuable servicesin the areas of mentor training, research on effective teaching, andcurriculum resources. This staff also can foster support by publiciz-ing and interpreting the program to the community.

Teacher Union. Obviously, the teacher union has a role in the teach-er mentor program because it involves issues in the union contract.Hours of work, class size, planning time, duty-free lunch periods,and remuneration are but a few of the issues that must be negotiated.Rather than analyze all the potential grievance issues that might arise,suffice it to say that the union must be involved at the initial stagesof organizing the program. Since professionalism is at the heart ofa mentor program, union representatives should be reasonable aboutthe conditions needed to implement the program.

Principal. The principal, of course, is a key figure in the planningand implementation of a teacher mentor program. The principal will beinvolved in the recruitment and selection of mentors, the assignment ofmentors to protégés, scheduling, and other monitoring activities. Theprincipal must keep the board and superintendent apprised of progressand must communicate regularly with the mentors and protégés.

Even though school schedules are complex, the principal needs flex-ibility in order to give mentors and protéges time together to observeone another's classes or to discuss cuiricular matters. This might meanarranging for the mentor and protégé to have classrooms in close prox-imity, having the same prep and lunch periods, or sharing office space.

Other ways the principal can help to ensure the success of the pro-gram include being visible and soliciting feedback. The visibility ofthe principal during the mentor training sessions and throughout theprogram indicates positive support. Soliciting systematic feedback pro-vides the principal with information about what is working and whatis not. If a particular mentor relationship is not working, personnelchanges can be made, or counseling may be necessary.

17,11

Pitfalls to Avoid in Teacher Mentor Programs

As in any new program, problems can arise unexpectedly in a teach-

er mentor program. Anticipating such problems can help to avoidthem. Common problems include the protégé becoming too depen-dent on the mentor, ego factors affecting professional decisions, mis-matching of the mentor and the protégé, betraying confidences, andfailing to clarify the evaluative role of the mentor.

Dependency. The very nature of the mentoring relationship assumessome degree of dependency by the protégé. But the degree is not static;it should change to less dependency as the program progresses. Thereis no specific timeline for the move from dependency to independ-ence, but some benchmarks should be established in the initial plan-ning stages for purposes of formalizing progress. However, thesebenchmarks cannot be too rigid. For example, if it is decided at theoutset that the protégé will have mastered inductive teaching skillsby the end of the second marking period and the protégé demonstratesmastery by the end of the first marking period, the preset benchmarkis meaningless and should be put aside. The mentorship program rimisstructure, but common sense should prevail.

The phases of the mentor/protégé relationship have been identifiedby Kram (1983) as: 1) initiation, when the relationship is established;2) cultivation, when the relationship becomes more comprehensive;3) separation, when it is necessary for the relationship to change; and4) redefinition, when the relationship has established a new form or

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the relationship terminates. Kram found that mentor relationshipsvary in duration but generally pass through these four "predictable,yet not entirely distinct phases." Phillips (1977) suggests a six-stagecontinuum: initiation, sparkle (presenting oneself in the best light),development, disillusionment, parting, and transformation. Gehrkeand Kay (1984) found that true mentor/protégé relationships are de-velopmental. The relationship grows to be more professional and per-sonal. Then the relationship ends, usually positively, with the protégébenefiting from the knowledge, experience, and advice provided bythe mentor.

Ego Problems. Sometimes, the mentor may not be able to let go"as the protégé become less and less dependent. Having someone de-pendent on you is often ego-enhancing; but when the protégé is espe-cially able, he or she may challenge the mentor's advice, thus resultingin serious ego problems for both parties involved.

The Evaluation Dilemma. The mentor's role as both confidant and/orevaluator presents a dilemma. Misunderstanding and conflict can arisewhen a mentor develops a close working relationship with a protégébut is also expected to be the official evaluator. As the district de-velops its rationale for the program, it must give careful considera-tion as to whether the mentor will have a formal role in the evaluationof new teachers. If mentors are to have a role in formal evaluation,then the procedures as established by school policy and the union con-tract must be observed.

This issue must be addressed in the mentor training session, andthe training handbook should make very clear the distinction betweenmentor and evaluator roles.

Our analysis of effective teacher mentor programs reveals that newteachers and administrators are receptive to mentor evaluation. How-ever, many mentors and teacher unions prefer to leave formal evalu-ation to the principal.

Trust. Successful teacher mentor programs nurture a relationshipin which both parties work together to improve their work as educa-

19 1 9

tors. For the mentor and the protegd to relate effectively requires ahigh level of trust. And because the relationship puts the mentor inthe role of confidant, it is very important that confidences are respected

by both parties.

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Conclusion

With thoughtful and careful planning, an effective teacher mentorprogram can be implemented following the steps outlined in this fast-back. Central to success are the competence and commitment of thementors, protéges, and administrators and a school climate that is con-ducive to sharing and learning together.

A teacher mentor program can be implemented without a lot of ex-tra funding. The success of the program does not depend on money;it depends on an attitude of professionalism. In some places, suchas in Connecticut and Indiana, the mentor program is state-funded;and the mentor receives an additional stipend for services performed.Certainly, additional dollars are appreciated, but more important inour view are the personal and professional rewards that come fromthe mentor relationship.

Mentorship programs not only promote professionalism, they al-most guarantee it by providing continuous staff development duringthat critical first year of teaching when beginning teachers face newchallenges every day. Teacher mentor programs can play a vital rolein the current efforts to improve our schools.

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References

Alleman, E. "Mentoring Relationships in Organizations: Behavior, Person-ality Characteristics and Interpersonal Perceptions." Doctoral dissertation,University of Akron, 1982.

Be lkin, Jerry J.; Be lion, Elner; and Blank, M.A. What Really Works:Research-Based Instruction. Knoxville, Tenn.: Beam and Associates,

1986.Berliner, David C. implications of Studies of Expertise in Pedagogy for

Teacher Education and Evaluation." Paper presented at the 1988 Educa-tional Testing Service Invitational Conference on New Directions forTeacher Assessment, New York City, 1988.

Blank, Mary Ann. "Mentoring and the Process of Becoming a Teacher." Doc-

toral dissertation, University of Tennessee, 1988.Bova, B.M., and Phillips, R. "The Mentor Relationship: A Study of Men-

tors and Protégés in Business and Academia." 1981. Eric Document No.

108 233Clawson, J. `'Superior Subordinate Relationships in Managerial Development."

Doctoral dissertation, Harvard Business School, 1979.Dufour, Richard. Stevenson High School Mentoring Book. Prairie View, Ill.:

Stevenson High School, 1986.Egan, J.B. Induction the Natural Way: Informal Mentoring." Paper presented

at the Annual Conference of the National Council of States on InserviceEducation, Nashville, Tenn.. 1986.

Gehrke, NJ., and Kay, R.S. "The Socialization of Beginning TeachersThrough Mentor-Protdge Relationships." Journal of Teacher Education(May-June 1984): 21-24.

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Glidewell, J.S.; Tucker, S.; Todt, M.; and Cox, S. "Professional SupportSystems: The Teaching Profession." In New Arections in Helping. SanFrancisco: Academic Press, 1983.

Gray, W., and Gray, M. "Synthesis of Research on Mentoring BeginningTeachers." Educational Leadership (November 1985): 37-43.

Haring-Hidore, M. "Mentoring as a Career Enhancement Strategy for Wom-en." Journal of Cowueling and Development (November 1987): 147-48.

Kratn, K. "Phases of the Mentor Relationship." Academy of Managemem Jour-

nal 26 (1983): 608-25.Kram, K. "Mentoring Processes at Work: Developmental Relationships in

Managerial Careers." Doctoral dissertation, Yale University, 1980.Lortie, D. School Teacher: A Sociological Study. Chicago: University of

Chicago Press, 1975.Phillips, L.L. "Mentors and Protégés: A Study of the Career Development

of Women Business Managers and Executives in Business and Industry."Doctoral dissertation, University of Cglifornia-Los Angeles, 1977.

Sacks, S., and Bradley, P. "Who Teachcs the City's Children? A Study ofNew York City First-Year Teachers.* Paper presented at the Annual Con-

ference of the American Educational Research Association, Chicago, 1985.

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Fastback Titles__ (Continued from back cover)

251. Teaching Reading in the Secondary School252. Educational Reform: The Forgotten Half213. Voluntary Rollin, Activities in Public

WWII: Policy Guidelines254. Teaching Writing with the Microcomputer255. How ShOuld Teachers Be Educated? An

Assessment of Throe Reform Reports266. A Model for Teaching Writing: Process and

Product257. Preschool Program, for Handicapped ChildrenWI Serving Adolescents' Reading Interests Through

Young Aduft Literature251. The Year-Round School: Where Learning

Never Stops256. Using Educational Research in the Classroom261. Microcomputers and the Classroom Teacher262. Writing for Professional Publication263. Adopt B School-Adopt a Business264. Teenage Parenthood: The School', Response265. AIDS Education: Curriculum and Health

Policy266. Dialogue Journals: Writing as ConversationM. Preparing Teacher, for Urban School,258. Education: By invitation Only260. Mission Possible: Innovations in the Bronx

Schools270. A Primer on Music tor Non-Musician Educators271. Extraordinary Educators: Lesson, in

Leadership272. Religion and the School,: Significant Court

Decision, In the 1080,273. The High.Pertorming Educational Manager274. Student Press and the Haze/wood Decision275. Improving the Textbook Selection Procu,276. Effective School, Research: Practice and

Promise277. Improving Teaching Through Coaching278. How Children Learn a Second Language279. Eliminating Procrastination Without Putting it

Oft280. Early Childhood Education: What Research

Tells U.281. Personalizing Stott Development: The Career

Lanice Model282. The Elementary School Publishing Center283. The Case tor Public Schools ol CholCe214. Concurrent Enrollment Program.: College

Credit tor High School Students285. Educators' Consumer Guide to Private Tutoring

Services286. Peer Supervision: A Way ot Prolusionalizing

Teaching

287.

261.

219.290.211.292.

293.

264.

295.296.

297.298.299.300.301.302.

303.

304.305.308.307.308.309.310.

311.

312.

313.

314.

315.

315,

317.318.319.

320.321.

Differentiated Career Opportunities torTeachersControversial Issues in Schools: Dealing withthe inevitableInterective Television: Progress and PotentialRecruiting Minorities into TeachingPreparing Students for Taking TestsCreating Learning Climate tor the EerlyChildhood MrsCareer Beginnings: Helping DisadvantagedYouth Achieve Their PotentialInteractive Videodisc end the Teaching.Learning ProcessUsing Microcomputers with Gifted StudentsUsing Microcomputers for Teaching ReadingIn the Middle SchoolUsing Microcomputers for Teaching ScienceStudent Privacy in the ClassroomCooperative LearningThe Cau for School-Based Health ClinicsWhole Brain EducationPublic School, as Public Forums: Use olSchool, by Non-School Public,Developing Children's Creative ThinkingThrough the ArtsMeeting the Needs ol Transient StudentsStudent Obesity: What Can the School, Do?Dealing with Death: A Strategy tor TragedyWhole Linguine Whole LearningEffective Program, for At-Rlsk AdolescentsA Duologue ler Teaching MethematicsSuccessful Strategies for Marketing SchoolLeviesPreparing BOW Teacher-Made Tests: A Prac-tical GuidePlanning end Conducting Better SchoolCeremoniesEducating Homeless Children: issue, andAmen'Strategies tor Developing Chlidren'sListening Skill,Strategies tor Involving Parents in TheirChildren', EducationUsing Electronic Mail in an EducationalSettingStudent, and the LawCommunity Colleges In the 1990.Developing an Munn Teacher MentorProgramRaising Career Aspirations ol Hispanic GirlsStreet Gangs and the School,: A Blueprinttor intervention

Single copies of fastbacks are 900 (750 to Phi Delta Kappa members) Write toPhi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789, for quantity discountsfor any title or combination of titles.