A Study on the Influence of Instructional Mentors on Novice Teachers in High-needs Schools PDF Download
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Author: Dodi Palkovic Davenport
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 100
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Book Description
Within the first five years of new teachers employment, between 30 and 50 percent leave the profession (Smith &Ingersoll, 2004). High levels of teacher attrition are associated with negative effects on student achievement (Strong, 2005). In an effort to retain teachers and improve the quality of the teaching workforce, many states and local school districts require new teachers to enroll in induction and mentoring programs. This study is part of a larger program evaluation of one public school districts new teacher induction program. The purpose of this investigation was to determine how a novice teacher perceives the influence of a mentor in their professional and personal development. This study focused on a group of novice teachers who worked with a mentor in their first year of teaching at a high-needs school during the 2017-2018 school year. I utilized qualitative methods to analyze the perceptions the teachers perceptions of the mentors role, collected through individual interviews, about how they acclimated to the demands of the teaching profession. The results of this study can contribute to the overall evaluation of the induction program and inform the districts efforts to improve the mentoring component of this program. Keywords: Attrition, Teacher Retention, Mentoring, Induction, Novice Teacher, High-needs School.
Author: Dodi Palkovic Davenport
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 100
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Book Description
Within the first five years of new teachers employment, between 30 and 50 percent leave the profession (Smith &Ingersoll, 2004). High levels of teacher attrition are associated with negative effects on student achievement (Strong, 2005). In an effort to retain teachers and improve the quality of the teaching workforce, many states and local school districts require new teachers to enroll in induction and mentoring programs. This study is part of a larger program evaluation of one public school districts new teacher induction program. The purpose of this investigation was to determine how a novice teacher perceives the influence of a mentor in their professional and personal development. This study focused on a group of novice teachers who worked with a mentor in their first year of teaching at a high-needs school during the 2017-2018 school year. I utilized qualitative methods to analyze the perceptions the teachers perceptions of the mentors role, collected through individual interviews, about how they acclimated to the demands of the teaching profession. The results of this study can contribute to the overall evaluation of the induction program and inform the districts efforts to improve the mentoring component of this program. Keywords: Attrition, Teacher Retention, Mentoring, Induction, Novice Teacher, High-needs School.
Author: Andrea M. Kent
Publisher: IAP
ISBN: 1641131063
Category : Education
Languages : en
Pages : 269
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Book Description
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.
Author: Gabriel D. Jackson
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 174
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Book Description
Retaining novice teachers in today’s educational system is proving to be extremely difficult. In schools of poverty, this challenge is much more difficult. The purpose of this qualitative study was to examine the effectiveness of a district-mandated teacher mentoring program in a Central Arkansas School District in regards to skills, dispositions, and retention. Eight novice teachers who work in high poverty schools were interviewed as part of this study. Through transcription and analysis, themes were established to gain a clear understanding of the novice teachers’ thoughts and perceptions of the teacher mentoring program. The results indicated a strong presence of informal mentoring by colleagues, the necessity of administrative support while in mentoring, the lack of time spent with mentors, and that the mentoring program had no true bearings on the retention of the respondents.
Author: Hal Portner
Publisher: Corwin Press
ISBN: 1452280649
Category : Education
Languages : en
Pages : 169
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Book Description
"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide." —Priscilla Miller, Director Center for Teacher Education & Research, Westfield State College A comprehensive guide for developing successful mentors! Quality mentoring can provide the support and guidance critical to an educator′s first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include: Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners Classroom observation methods and competency instruments Tools to assess preferred learning styles Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.
Author: Linda J. Searby
Publisher: IAP
ISBN: 1681233002
Category : Education
Languages : en
Pages : 348
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Book Description
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
Author: Jean Boreen
Publisher: Stenhouse Publishers
ISBN: 1571107428
Category : Education
Languages : en
Pages : 208
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Book Description
The first edition of Mentoring Beginning Teachers was named an Outstanding Academic Title by the American Library Association's Choice magazine in 2000. The expanded second edition -- packed with insights, anecdotes, and updated research -- provides mentors with a road map for helping new teachers become confident, reflective educators. The collaborative model outlined in the book is enlightening and rewarding for the mentor and the novice alike. The authors have incorporated the latest findings on all aspects of mentoring --from preparing to be a mentoring guide or coach to school culture and parent outreach. Teachers will find five new chapters on working with ELL students, working with parents, curriculum mapping, school culture, and the role of administrators within an effective mentoring system. Organized around a series of questions, the book allows mentors to quickly locate practical advice to match any mentoring situation. The range of resources includes: recommendations for pairing mentors and teachers, questions to jump-start conversations, ideas for teacher reflection, and answers to the most commonly asked mentor questions. Mentoring Beginning Teachers, Second Edition provides a comprehensive and tested plan for helping mentors guide new teachers in moving beyond the basics of plan/teach/evaluate to a higher level of joint assessment and inquiry.
Author: Emily Davis
Publisher: Rowman & Littlefield
ISBN: 1475804113
Category : Education
Languages : en
Pages : 223
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Book Description
Making Mentoring Work is a practical guide for school leaders interested in beginning or enhancing their mentoring programs for new teachers. Readers can use the mentoring program rubric to pre-assess their program and then choose the chapters that correspond to areas of growth. Each chapter provides background research as well as practical steps and tools to make mentoring work in a school environment. At the end of each section, readers will find discussion guides that support program leaders in making the next steps; organizing conversations with stakeholders that will transform and streamline new teacher support programs; and increase new teacher retention and practice.
Author: Anne L. Hafner
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 60
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Book Description
Author: Hal Portner
Publisher: Corwin Press
ISBN: 9780761977384
Category : Business & Economics
Languages : en
Pages : 130
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Book Description
This how-to guide and practical workbook will help planners and participants develop an exemplary mentoring program or upgrade an existing one.
Author: Judy E. Jackson Palmer
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 114
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Book Description
Author's abstract: The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage problems. Schools experience high rates of attrition for beginning teachers, more than forty percent in the first five years of teaching. Within the next decade, school districts will have to hire a large number of teachers for grades k-12. The traditional sink-or-swim induction of teachers contributes to lower levels of teacher effectiveness such as curriculum and behavioral issues and higher levels of teacher attrition. Beginning teachers experience isolation, difficult students, curriculum challenges, and inadequate preparation which cause them to leave the education field in high numbers. More states and school districts have begun to provide mentoring for their beginning teachers in an effort to help them transition into their first years of teaching. The purpose of this qualitative study was to evaluate the impact of mentoring on beginning teachers in a rural Northeast Georgia school district. The study provided important data about the mentoring practices that were the most meaningful to the beginning teachers. The methodology used to collect data for this study was individual interviews and focus group interviews. Nine purposive sample participants were included for the individual interviews: one from each of five elementary schools and two both from the middle school and high school. The focus group included two elementary teachers, two middle school teachers, and two high school teachers. The analysis of the data revealed the following themes: 1) Mentoring provided support for new teachers in the area of curriculum, discipline, and parental communication. 2) Secondly, the time spent with the mentors had an important effect on the success of the mentoring experience. 3) The variation of attitudes both of the mentor and the administration/school played an important part in a successful mentoring program. The results of this study support the positive results of mentoring on beginning teachers. The data collected correlated with the research questions and supported the idea that mentoring is an important program in the school district. When school districts promote teacher support through mentoring, teacher retention appears to be higher.
