Bibliography

Akhavan, N.L. (2002). Purpose, passion and conviction: Three traits that matter most when the going gets tough in instructional reform. U.S. Department of Education.

Alby, H.B. & Robbins, P. (2003). The Principal's Companion. Thousand Oaks, CA: Corwin Press, Inc.

Alderman, B. & Milne, P. (1998). Partners in learning educators, practitioners and students collaborate on work-based learning: A case study. Higher Education Research and Development, 17, 228-249.

Allen, D. & Blythe, T. (2004). Facilitator's Book of Questions: Tools for Looking Together at Student and Teacher Work. Teachers College Press, Columbia University.

Annenberg Institute for School Reform. (1998). Critical Friends Groups in Action: A Facilitator's Guide. Brown University Press.

ASAP. (2002). Shaping a Collaborative School Culture. ASAP Online Modules. Retrieved February 27, 2006, from www.asapportal.com

Ayers, W. & Ladson-Billings, G. (2001). To Teach: The Journey of a Teacher. Teachers College Press, Columbia University.

Barth, R.S. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73 (2), 123-128.

Bilgili, Y. (2004). Continuous School Improvement through the Principals' Role in the Instructional Process. Unpublished research review, Florida Department of Education.

Bilgili, Y. (2005). The teachers' process of change through action research. Unpublished doctoral dissertation, Florida State University.

Birkeland, S. & Johnson, S.M. (2002). What keeps new teachers in the swim? National Staff Development Council, 23 (4), 18-21.

Blythe, T., Allen, D., & Powell, B. (1999). Looking Together at Students' Work: A Companion Guide to Assessing Student Learning. Teachers College Press, Columbia University.

Bolin, F.S. (1988). Helping student teachers think about teaching. Journal of Teacher Education, 39 (2), 48-54.

Boyd, V. (1992). School context: Bridge or barrier to change. Retrieved February 28, 2006, from www.sedl.org

Brock, B.L. (1999). The principals' role in mentor programs. Mid-Western Educational Research, 12 (4), 18-21.

Clifford, E.F. & Green, V.P. (1996). The mentor-protégé relationship as a factor in pre-service teacher education: A review of the literature. Early Child Development and Care, 125 , 73-83.

Colley, A.C. (2002). What can principals do about new teacher attrition? Principal, 81 (4), 22-24.

Corbett, H.D., Dawson, J., & Firestone, W. (1984). School context and school change: Implications for effective planning. Philadelphia, PA: Research for Better Schools.

Costa, A.L. & Garmston, R.J. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood: Christopher-Gordon.

Council for Educational Change. (December, 2004). [Program to Mentor and Retain New Teachers training session for teacher mentors]. Handout training packet. Jacksonville, FL.

Crane, T.G. (2002). The Heart of Coaching: Using Transformational Coaching to Create a High-Performance Culture. San Diego, CA: FTA Press.

Crocker, C. & Harris, S. (2002). Facilitating growth of administrative practitioners as mentors. Journal of Research for Educational Leaders, 1 (2), 5-20.

Danielson, L. (2002). Developing and retaining quality classroom teachers through mentoring. The Clearing House, 75 (4), 183-185.

Daresh, J. (1995). Research base on mentoring for educational leaders: What do we know? Journal of Educational Leadership, 33 (5), 7-16.

Daresh, J. (1997). Improving principal preparation: A review of common strategies. NASSP Bulletin, 81 (585), 3-8.

Darling-Hammond, L. (1999). Solving the dilemmas of teacher supply, demand, and standards: How we can ensure a competent, caring, and qualified teacher for every child? Washington, DC: National Commission on Teaching and America 's Future.

Denmark, V.M. & Podsen, I.J. (2000). The Mettle of a Mentor. Journal of Staff Development, Fall, 18-22.

Donaldson, G.A. Jr. (2001). Cultivating Leadership in Schools. New York: Teachers College Press.

Duckworth, E. (1997). Teacher to Teacher: Learning from Each Other. Teachers College Press.

DuFour, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Duke, D.L. (1987). School leadership and instructional improvement. New York: Random House.

Dukees, L. (2001). Meeting the leadership challenge: Designing effective principal mentor programs. New York: New Visions for Public Schools.

Easton, L.B. (2004). Powerful Designs for Professional Learning. Oxford, OH: National Staff Development Council.

Elliott, B. (1995). Developing relationships: Significant episodes in professional development teachers and teaching. Theory and Practice, 1 (2), 247-264.

Elmore, R.F. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press.

Fullan, M. (1991). The new meaning of educational change. (2nd ed.). New York: Teachers College Press.

Fullan, M. (1992). Visions that blind. Educational Leadership, 49 (5), 19-20.

Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. The Falmer Press.

Fullan, M. (1999). Change Forces: The Sequel. Routledge-Falmer.

Garmston, R. (2002). Cognitive Coaching: A Foundation for Renaissance Schools. Christopher Gordon Publishers.

Goodlad, J. (1984). A place called school: Prospective for the future. New York: McGraw-Hill.

Gottesmann, B.L. & Jennings, J.O. (1994). Peer Coaching for Educators. Lancaster, PA: Technomic.

Gratch, A. (1998). Beginning teacher and mentor relationships. Journal of Teacher Education, 49, 220-227.

Hansen, J.M. & Smith, R. (1989). Building-based instructional improvement: The principal as an instructional leader. NASSP Bulletin, 73 (518), 10-16.

Hawkey, K. (1998). Mentor pedagogy and student teacher professional development: A study of two mentoring relationships. Teaching and Teacher Education, 14, 657-70.

Holloway, J.H. (2004). Mentoring new leaders. Educational Leadership, 61 (7), 87-88.

Hord, S.M. (1992). Facilitative leadership: The imperative for change. Austin, TX: Southwest Educational Developmental Laboratory.

Hudson, P. (2003). Mentoring first-year teachers of primary science. Action in Teacher Education, 25 (3), 91-99.

Hulling-Austin, L. (1992). Introduction. In Bey, T. and Holmes, C. (Eds.). (1992). Mentoring contemporary principles and issues. Reston, VA: Association of Teachers Educators.

Hutchens, D. (2005). Listening to the Volcano: Conversations That Open Our Minds to New Possibilities. Pegasus Communications.

Ingersoll, R.M. & Smith, T.M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88 (638), 28-40.

Johnson, C.B. (2002). Assigning Mentors is Important But it is Not Enough: Mentoring the Mentor. Unpublished training material, Florida Association for Staff Development.

Johnson, H.R. (2001). Administrators and mentors: Keys in the success of beginning teachers. Journal of Instructional Psychology, 28 (1) 44-49.

Johnson, S.M. & Kardos, S.M. (2002). Keeping new teacher in mind. Educational Leadership, 59 (6), 13-16.

Joyce, B. & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40 (1), 4-11.

Kay, R.S. (1992). Mentor-management: Emphasizing the human in managing human resources. In Bey, T. & Holmes, C. (Eds.). (1992). Mentoring contemporary principles and issues. Reston, VA: Association of Teachers Educators.

Kegan, R. & Laskow Lahey, L. (2002). How the Way We Talk Can Change the Way We Work: Seven Languages for Transformation. Wiley, John & Sons, Inc.

Kohler, F.W., Crilley, K.M., Shearer, D.D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90 (4), 240-250.

Lambert, L. (1995). The Constructivist Leader. Teacher College Press.

Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. ASCD.

Lieberman, A. & Miller, L. (1981). Synthesis of research on improving schools. Educational Leadership, 38 (7), 583-586.

Lieberman, A. & Miller, L. (1994). Teachers, their world and their work. Alexandria, VA: Association for Supervision, Curriculum and Instruction.

McCampbell, B. (2002). Virtual Mentoring: Using the web to support mentoring and coaching. Principal Leadership, 2 (5), 63-65.

McDonald, J., Mohr, N., Dichter, A., & McDonald, E. (2003). Power of Protocols: An Educator's Guide to Better Practice. Teachers College Press, Columbia University .

Makibbin, S.S. & Sprague, M.M. (1997). The instructional coach: A new role in instructional improvement. NASSP Bulletin, 81 (586), 94-100.

Moir, E. & Gless, J. (2001). Quality induction: An investment in teachers. Teacher E ducation Quarterly, 28 (1), 109-114.

Monsour, F. (2003). Mentoring to develop and retain new teachers. Kappa Delta Pi Record, 39 (3), 134-135.

National Education Association. (1998). NEA 1998-99 Resolutions. Washington, DC: Author.

National Education Association. (n.d). Attracting and Keeping Quality Teachers. Retrieved on March 10, 2006, from www.nea.org

National School Reform Faculty. (2003a). Observation Protocol #1: Video Camera. Retrieved on March 21, 2006, from www.vanderbilt.k12.mi.us

National School Reform Faculty. (2003b). Observation Protocol #2: Focus Point. Retrieved on March 21, 2006, from www.vanderbilt.k12.mi.us

National School Reform Faculty. (2003c). Observation Protocol #3: Interesting Moments. Retrieved on March 21, 2006, from www.vanderbilt.k12.mi.us

National School Reform Faculty. (2003d). Observation Protocol #5: Observer as Learner. Retrieved on March 21, 2006, from www.vanderbilt.k12.mi.us

National Staff Development Council and Southwest Educational Development Laboratory. (2003). Moving NSDC's Staff Development Standards into Practice. Author.

Patterson, J.L., Purkey, S.C., & Parker, J.V. (1986). Productive school systems for a non-rational world. Alexandria, VA: Association for Supervision and Curriculum Development.

Restine, L.N. (1993). Mentoring: Assisting and developing the new generation of leaders. People and Education, 1, 42-51.

Reyes, A. (2003). The relationship of mentoring to job placement in school administration. NASSP Bulletin, 87 (635), 45-64.

Rhodes, C. & Beneicke, S. (2002). Coaching, mentoring and peer-networking: Challenges for the management of teacher professional development in schools. Journal of In-Service Education, 28 (2), 297-309.

Rita, S.E. & Doanngelo, F.P. (1996). Peer coaching classes conducted via an experimental, group-activity format. Retrieved February 28, 2006, from www.eric.ed.gov

Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guidance and participation in spatial planning. In Resnick, L.B., Levine, J.M., & Teasley S.D. (Eds.). (1996). Perspectives on socially shared cognition. Washington, DC: American Psychological Association.

Sagor, R. (1996). Local Control and Accountability: How to Get It, Keep It, and Improve School Performance. Thousand Oaks, CA: Corwin Press Inc.

Sagor, R. (2005). The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin Press.

Saphier, J. & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42 (6), 67-74.

Schein, E.H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass.

Schlechty, P. (2002). Working on the Work: An Action Plan for Teachers, Principals, and Superintendents. Jossey-Bass.

Schmidt, L. (2002). Gardening in the Minefield: A Survival Guide for School Administrators. Heinemann.

Schwarz, R.M. (1994). Skilled Facilitator: Practical Wisdom for Developing Effective Groups. Josssey-Bass.

Senge, P., Kleiner, A., Cambron-McCabe, N., Smith, B., & Lucas, T. (2000). Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. Doubleday & Company.

Sergiovanni, T.J. & Starratt, R.J. (1983). Supervision: Human perspectives. New York: McGraw Hill.

Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42 (7), 43-48.

Smey-Richman, B. (1991). Keeping it alive: Elements of school culture that sustain innovation. Educational Leadership, 47 (8), 34-37.

Smith, S.C. & Scott, J.J. (1990). The collaborative school: A work environment for effective instruction. Eugene, OR: ERIC Clearinghouse of Educational Management.

Smith, S. (2002). Teacher mentoring and collaboration. Journal of Special Education Technology, 17 (1), 47-48.

Sousa, D.A. (2003). The Leadership Brain: How to Lead Today's Schools More Effectively. Thousand Oaks, CA: Corwin Press, Inc.

Sparks, D. (1994). A paradigm shift in staff development. Journal of Staff Development, 15 (4), 25-29.

Sparks, G.M. & Bruder, S. (1987). Before and after peer coaching. Educational Leadership, 44 (3), 54-57.

Sparks, D. & Hirsh, S. (1997). A new vision of staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Street, C. (2004). Examining learning to teach through a social lens: How mentors guide newcomers into a professional community of learners. Teacher Education Quarterly, 31 (2), 7-24.

Swafford, J. (1998). Teachers supporting teachers through peer coaching. Support for Learning, 13 (2), 54-58.

The Association of Illinois Middle Level Schools. (2005). Looking at Student and Teacher Work to Improve Students' Learning. National Middle School Association.

Veenman, S. (1995). The training of coaching skills: An implementation study. Educational Studies, 21, 415-431.

Veenman, S., De Laat, H., & Staring, C. (1998). Evaluation of a coaching program for mentors of beginning teachers. Journal of In-service Education, 24 (3), 441-457.

Veenman, S., Visser, Y., & Wijkamp, N. (1998). Implementation effects of a program for the training of coaching skills with school principals. School Effectiveness and School Improvement, 9 (2), 135-156.

Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S., & Rubin, C. (2004). Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement. Teachers College Press, Columbia University.

Wheatley, M. (2001). Turning to One Another: Simple Conversations to Return Hope to the Future. Berrett-Koehler.

Wilkinson, G.A. (1994). Support for individualizing teacher education. Action in Teacher Education, 16 (92), 52-62.

Wong, H. (2003). Induction programs that keep working. In Scherer, M. (Ed.). (2003). Keeping good teachers. Alexandria, VA: Association of Supervision and Curriculum Development.

Wood, F.H. & Killian, J.E. (1998). Job-embedded learning makes the difference in school improvement. Journal of Staff Development, 19, 52-56.

Wood, F.H. & McQuarrie, F.Jr. (1999). On the job learning. Journal of Staff Development, 20 (3), 10-13.

Yerkes, D.M. (2001). Coaches as staff developers. Leadership, 30 (5), 24-26.

Previous