Congruence of Perceptions Among the Principal, Mentor Teacher, and Novice Teacher Regarding the Principal's Role in a Campus Mentoring Program PDF Download
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Author: Lucy Elaine Larrison
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
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Book Description
The literature is convincing that teachers are leaving the profession in record numbers (Owing, 2004; Ingersoll, 2002). Although there are a variety of reasons that may spur this problem, there is substantial evidence that mentoring programs are an effective means of addressing this issue and that principals serve a critical role in the success of these programs (Moir 2001; Ingersoll, 2001a). Although mentoring and principal support have been recognized as key components in the retention of novice teachers, the literature does not document overwhelming success when mentoring is implemented in most schools. One must question the reasons for the continuation of teacher attrition when these retention factors have been clearly identified. The primary purpose of this study is to examine the congruency of perceptions among the principal, novice teacher, and mentor teacher regarding the role of the principal in supporting mentoring programs at the campus level. The relationship between a principal's perception of his/her role in a mentoring program and the teacher retention rate at the school was studied. In addition, the study explored the preparation and readiness of the principal to serve in a leadership role in the development and implementation of a campus mentoring program.
Author: Lucy Elaine Larrison
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
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Book Description
The literature is convincing that teachers are leaving the profession in record numbers (Owing, 2004; Ingersoll, 2002). Although there are a variety of reasons that may spur this problem, there is substantial evidence that mentoring programs are an effective means of addressing this issue and that principals serve a critical role in the success of these programs (Moir 2001; Ingersoll, 2001a). Although mentoring and principal support have been recognized as key components in the retention of novice teachers, the literature does not document overwhelming success when mentoring is implemented in most schools. One must question the reasons for the continuation of teacher attrition when these retention factors have been clearly identified. The primary purpose of this study is to examine the congruency of perceptions among the principal, novice teacher, and mentor teacher regarding the role of the principal in supporting mentoring programs at the campus level. The relationship between a principal's perception of his/her role in a mentoring program and the teacher retention rate at the school was studied. In addition, the study explored the preparation and readiness of the principal to serve in a leadership role in the development and implementation of a campus mentoring program.
Author: David R. Black
Publisher: Taylor & Francis
ISBN: 1136894705
Category : Psychology
Languages : en
Pages : 238
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Book Description
Whether you are responsible for planning, implementing, and evaluating peer and prevention programs or simply an outside consultant or evaluator, this book will be an essential guide for your work. This user-friendly training manual provides a blueprint of a step-by-step approach to setting-up an evaluation program that guides you through the planning, development, implementation, data collection, and organization stages, and then communicating the results to others. The authors establish a rationale for program evaluation, explaining how it differs from research, and discuss ways to align the vision, mission, and goals of a program. They then describe several approaches to evaluation and methods for successfully collecting and analyzing data. Methods for reporting the results are also considered and numerous forms and charts are provided to assist with and illustrate the organization, evaluation, and reporting of data. An accompanying CD contains guidelines, handouts, and forms that can be reproduced for your own use in evaluation.
Author: Cynthia Bolton Watts
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 256
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Book Description
Author: Cenira Holcomb
Publisher:
ISBN: 9781109866780
Category :
Languages : en
Pages : 180
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Book Description
Obtaining Institutional Review Board approval, the researcher contacted middle school principals to attain administrative support for the study. Novice and mentor middle school teachers alike were then contacted via postal mail requesting their participation. Concerted efforts were made to secure mentor---mentee participation.
Author: Kimberly Nicole Quinn
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Although 21 states are currently designating a portion of their Every Student Succeeds Act funds specifically for novice principal induction and support, Tennessee is not currently one of these states. This dissertation uses a qualitative case study approach to interview Tennessee principals serving in years four to five, who did not have formal mentorship support during their novice years, to gather their experiences and support needs during this time. The researcher reviews the current literature on novice principal mentorship programs across the country through the lens of Krams Mentoring Model and Suchmans Program Theory before connecting the literature with the perceived needs of principals in this study. This study aimed to use data from principals interviews to make implications for practice and future district level formal mentorship program development in Tennessee schools. Findings from this study identified the problems faced by novice Tennessee principals as well as suggested inputs, processes, outputs, and potential outcomes if the implicated program were implemented. Using the principal participants as stakeholders in development, a program theory mentoring model, needed to help new Tennessee principals transition into and thrive in the role, is presented. The study concludes with recommendations for multiple stakeholders including state education officials, directors of schools, district leaders, human capital, professional development leaders, district leaders, and selected principal mentors..
Author: William David Harris
Publisher:
ISBN:
Category :
Languages : en
Pages : 126
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Book Description
The purpose of this study is to examine the role mentors play in the development of attitudes and perspectives of novice teachers. Specifically, this study explored how mentors assist new teachers in re-framing their thinking about their students and their teaching practice. The study included accounts of how mentor teachers, through reflective conversations, move novice teachers towards an affirming perspective about their students. Additionally, this study examined how those mentors assisted novice teachers in re-examining their teaching strategies. This study's central research questions are: How do full-release mentors shape novice teachers' perceptions of their students' academic abilities? What kind of frames are used by mentors to help novice teachers view their students? The primary data source was the full-release mentors participating in the district's induction program. Data was obtained through semi-structured interviews. The results indicate that mentors use three frames reshaping novice teachers' perceptions: developing student relationships, changing the locus of control, and using data to re-interpret situations. This study will contribute professional knowledge to the field of mentoring and may be used in mentor trainings to increase mentor effectiveness and improve student achievement.
Author: Zenaida Kalie
Publisher:
ISBN:
Category : Professional leadership
Languages : en
Pages :
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Book Description
All new Texas first year teachers enter the classroom with the hope of receiving an attentive campus mentor. However, there is no guarantee that these new teachers may have such a mentor assigned to them. A variety of obstacles can prevent an effective mentoring relationship. In an effort to fill in these gaps and provide new teachers the opportunity to interact with a dedicated mentor and to communicate with other Texas new teachers in the same alternative teacher certification program, an on-line mentoring program was created. The on-line mentoring program provides study modules on the topics of the lesson cycle, lesson planning, and classroom management in addition to the opportunity for mentors and interns to communicate on-line. This study is designed to examine the impact that the on-line mentoring program may have on new teacher perception of support in three domains of the EC-12 PPR TExES exam, the significant difference that the on-line mentoring program may have on the test scores of the new teachers, and to examine what themes are involved in the questions and topics of discussion that first year teachers have with their mentor and/or fellow first year teachers on-line. A mixed methods approach was used to analyze EC-12 PPR TExES scores on domains 1-3 from interns (N=62) who participated in on-line mentoring and from interns who did not participate in on-line mentoring, survey responses from interns who participated in on-line mentoring, and text analysis for themes in postings made by interns in the on-line mentoring course. The findings of this study have implications for campus principals, mentors, and administrators of teacher preparation programs. Challenges expressed by interns and the methods interns found successful and took it upon themselves to share with others are discussed. Survey data shows in what areas and which type of mentor interns felt impacted their teaching effectiveness. Although overall mean scores on the EC-12 PPR TExES in domains 1-3 of those that participated in on-line mentoring were greater than those who did not participate in on-line mentoring, t-tests showed that there was no significant difference between these test scores.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 582
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Book Description
Author: Diane M. Greco
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 106
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Book Description
This study observed the process of mentoring novice teachers to explore how mentoring can intervene and influence novices' beliefs and confidence regarding students and teaching practices. The novice teachers' perceptions of the strengths and weaknesses of mentoring were recorded as well as the experiences mentors and novice teachers found most beneficial in the goal of moving teachers closer to the definition of a highly competent instructional leader. The participants were 18 women who are current teachers within the archdiocese of a large city in the Eastern United States. The data for this study included three main sources of information; a survey of mentor, novice teachers, and principals, an interview with novice teachers, and a focus group with mentor and novice teachers. Data analysis consisted of coding the data organizing the data, generating themes, and testing the understanding against the data. Data that indicated that novices, mentors, and principals agreed that it was most important in the mentoring process for effective supervision to model empathy and caring. The desire and importance of administrative support was discussed as an area needing improvement. Another responsibility for the mentoring relationship rested on the ability of the novice and mentor teachers to initiate conversation and fill out the framework within the guidelines of the induction program. Regarding how mentor teachers perceived the effectiveness of the mentoring/induction program, all participants agreed that the program was essential but had specific concerns about its implementation. They believed that the structure did not allow for sufficient meeting time and most teachers appreciated and found that the aspect of having the time to meet and share experiences with teachers in similar situations would be more helpful than the overview they received. Novices were positive and willing to make changes and adjustments in instructional practices. Mentors were a needed sounding board and novices and mentors both benefitted from sharing ideas and putting those ideas into practice. The novice teachers relied on the experience of their mentor teachers to help them adjust to their independent teaching experience. They welcomed the opportunities to continually learn from each other.
Author: Digna Erstejn
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Book Description
