Achievement Admission Council Adventures Blog Camp Career Decision Making Empowerment Faculty Financial Literacy Guidance Leadership Camp Mentoring. The Mentoring-for-Leadership Lunch series is a leadership development program for women faculty in STEM. Princeton University; May - Ana Mari Cauce, Executive Vice Provost & Dean. Leadership Out Loud with Debbie Bisno. Join the Princeton Women's Mentorship Program for food and conversation with Debbie Bisno. Princeton, New Jersey 08544 USA Operator: (609). Educational Leadership: Leading in Tough Times: Mentoring New Leaders. John H. Holloway. Brown, Anfara, Hartman, Mahar, and Mills (2. They found that, unfortunately, many beginning principals learn their jobs through on- the- job training. When asked what methods would help them adjust more effectively, the survey participants cited sharing experiences with colleagues as a preferred activity. Two studies of administrator shortages conducted by Educational Research Service (1. Princeton’s Steering Committee on Undergraduate Women’s Leadership defines. By facilitating mentoring. Faculty Awareness; IV. Mentoring for leadership on campus, which can be provided by faculty. One of the opportunities for development that principals requested most frequently was the chance to network with other principals to exchange ideas, evaluate the demands of their jobs, and discuss how to implement change at their schools. Mentoring programs can provide the collegial support that new principals need. Unfortunately, such programs are not available to most new principals. Fewer than half of the districts in Educational Research Service's 2. Researchers who have studied administrator mentoring programs have drawn some conclusions about the benefits of mentoring and the characteristics of effective programs. Mentoring Programs in Operation. Wilmore, Mc. Neil, and Townzen (1. University of Texas at Arlington and the Dallas/Fort Worth public schools. This program for future school leaders featured a schedule of seminars and mentor- guided internship experiences that focused on school- based issues. During the first year, each administrative intern worked with an experienced principal mentor to choose and address a school improvement topic. This model of combining traditional seminar instruction with mentor- supported, field- based experiences proved effective. All participants successfully completed the preparation program, and all were hired for leadership positions of their choice. Dukess (2. 00. 1) interviewed mentors, mentees, and program supervisors in a new principal mentoring program in six New York City community school districts. The participants reported that the program's greatest benefit was having someone to talk with and consult for advice, thus lessening their feelings of isolation. The program also benefited the experienced school leaders who served as mentors, stretching their thinking about teaching and learning. Board of Directors; Senior Leadership and Staff. TeamMates is the largest school-based mentoring program in Nebraska and a leader nationally serving 6,500 young people. How to Develop a Mentoring Plan. Mentoring is used in schools. Whether you are designing a mentoring program for others or are interested in finding your own mentor. Leadership and Mentoring. On the basis of participants' reports, Dukess recommended that principal mentors should have relevant expertise as instructional leaders, strong interpersonal skills, a ready supply of ideas to meet the challenges faced by mentees, and good organization skills. Howley, Chadwick, and Howley (2. Ohio mentoring program that supported new principals through a regional principal academy and a network of mentors. The program participants completed port- folios based on the Interstate School Leaders Licensure Consortium Standards for School Leaders, with the assistance of a cadre of trained mentors. Nearly three- fourths of the participants (6. Participants reported that their mentors had shared personal experiences relevant to their work, conveyed empathy for their concerns, communicated feelings of respect for participants, and helped them finish assignments on time. Characteristics of Successful Mentoring Programs. Crocker and Harris (2. These researchers concluded that mentoring programs should. Provide mentors with extra time to spend with their mentee, perhaps by releasing the mentor from other duties. Make specific guidelines available to mentors outlining meaningful activities and ways to involve mentees in these experiences. Require mentors to participate in formal training that emphasizes relationship building and professional collaborative behaviors. Dukess's 2. 00. 1 study affirmed some of the same points. She concluded that successful mentoring programs need to have the following characteristics: careful matching of mentors and mentees; clear expectations and guidelines for participants; an honest and trusting relationship between the mentor and mentee built on confidentiality; a nonsupervisory process, with mentors not required to judge job performance or to report performance to the mentee's superior; and a participatory relationship, in which mentors actually participate in some of the mentees' work. Well- Structured Programs. Too often, school districts seem to assume that newly minted principals possess all the skills and abilities needed to lead their schools successfully. But the task of the new school leader can be lonely and intimidating. An effective mentoring program can greatly ameliorate the isolation felt by new administrators if it includes trained and competent mentors who engage their mentees in structured, thoughtful activities and experiences. References. Brown, K., Anfara, V., Hartman, K., Mahar, R., & Mills, R. Professional development of middle- level principals. Paper presented at the annual meeting of the American Education Research Association, Seattle, WA. ED 4. 57 5. 95)Crocker, C., & Harris, S. Facilitating growth of administrative practitioners as mentors. Journal of Research for Educational Leaders, 1(2), 5–2. Available: www. uiowa. Harris. Meeting the leadership challenge: Designing effective principal mentor programs. New York: New Visions for Public Schools. ED 4. 64 3. 92)Educational Research Service. Is there a shortage of qualified candidates for openings in the principalship? Alexandria, VA: National Association of Elementary School Principals (NAESP) and Reston, VA: National Association of Secondary School Principals (NASSP). Educational Research Service. The principal, keystone of a high- achieving school. Alexandria, VA: NAESP and Reston, VA: NASSP. Howley, A., Chadwick, K., & Howley, C. Networking for the nuts and bolts: The ironies of professional development for rural principals. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA. ED 4. 63 9. 08)Lashway, L. Inducting school leaders. Eugene, OR: CEPM Clearinghouse on Educational Management. Available: http: //eric. Wilmore, E., Mc. Neil, J., & Townzen, L. The evaluation of a field- based principal preparation program in Texas. Holloway is Project Director, Educational Testing Service, Rosedale Rd., Princeton, NJ 0. Princeton University. Christian Leadership Development Program. Princeton Faith and Action (PFA) is a student organization focused on Christian leadership development, and resourced by Christian Union. PFA provides in- depth study of Scripture, Christian leadership training, fellowship, and support for Christian students as well as resources to help non- Christian students learn about Christianity. Open to all students, Princeton Faith and Action's main activities include intellectually rigorous Bible courses, a weekly lecture series, called Encounter, conferences, and various outreaches on campus. Meet the Christian Union faculty team that works with Princeton students. This year, eight full- time Christian Union ministry faculty work directly with students, providing Bible course instruction, mentorship and leadership coaching. The leadership lecture series, Encounter and Thru. Thursday, incorporate worship and address a host of challenging, inspiring topics throughout the year. Conferences take students off campus twice a year to go in- depth into Scripture, worship, and prayer. Prayer takes place daily, and students are learning to fast as they seek the Lord for themselves and their campus. About Princeton. Founded: 1. Undergrad: 5,2. 64 Graduates: 2,6. Faculty: 1,1. 77. Staff: 6,0. 63. Motto. Dei Sub Numine Viget : : Under God's Power She Flourishes.
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