Effects of Mentoring Programs on New Teacher Retention in Selected Suburban Schools PDF Download
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Author: Diane G. Bemis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
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Author: Diane G. Bemis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
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Author: Georgia Florian
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 478
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Author: Susan Villani
Publisher: Corwin Press
ISBN: 1452272786
Category : Education
Languages : en
Pages : 241
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"The author has done an excellent job of highlighting the key aspects of a comprehensive induction program and offers rich examples across urban, rural, and suburban setting. Anyone interested in developing induction programs that both support and accelerate beginning teacher development should read this book. —Ellen Moir, Executive Director New Teacher Center, University of California, Santa Cruz "State level policy makers can take a positive step forward by providing every district and school leader with a copy of this book. Expertly organized and written, Villani′s work provides answers to school leaders′ key questions regarding establishing a comprehensive induction/mentoring program. Readers will keep the book within reach as a most valued resource." —Stephanie Hirsch, Executive Director National Staff Development Council "A significant addition to the literature on mentoring in the education profession. This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice." —Gail Connelly, Executive Director National Association of Elementary School Principals "Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, this book addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Villani′s framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers." —Mary Forte Hayes, Executive Director Massachusetts Association for Supervision and Curriculum Development Establish a quality comprehensive mentoring program and improve teacher retention rates! This updated edition of Mentoring Programs for New Teachers outlines mentors′ roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find: Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level A list of 5 factors to consider when developing a comprehensive mentoring initiative A rubric based on seven components of comprehensive mentoring programs New material for supporting special education, math, and science teachers Resources to use in program development or revision
Author: Felicia Edwards
Publisher:
ISBN:
Category : Employee retention
Languages : en
Pages : 116
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Book Description
This study explores the impact of mentoring on new teacher retention and the extent to which the relationship impacts the decision to stay in teaching.
Author: Susan Villani
Publisher: Corwin Press
ISBN: 9780761978695
Category : Business & Economics
Languages : en
Pages : 276
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Book Description
Foreword by Charlotte Danielson All the information administrators and teacher leaders need to get started on the right mentoring model! The value of mentoring programs for teacher training and retention is widely recognized . . . but which program should you choose for your school or LEA′s unique mix of teachers and goals? And how should you begin? Mentoring expert Susan Villani offers a number of ways in which schools, teacher associations, institutions of higher education, educational collaboratives, and state departments of education can support teachers with the right mentoring program at the right time. Topics include: - Inducting new teachers - Continuing professional development programme design - District-funded programmes - Peer Assistance and Review programmes - State-funded programmes - Grant- and alternative-funded programs . . . all presented in a straightforward and accessible style. Mentoring Programs for New Teachers is a great first step in establishing a mentoring program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!
Author: Michael J. Maples
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 384
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Author: Kristen DiMatteo
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Teacher retention has become a focus of many schools and school systems in recent years. The United States, United Kingdom, and Australia have grappled with increasing attrition rates among new teachers. International schools experience similar rates to varying degrees. There are similarities among countries and international schools with respect to why teachers leave schools or the teaching profession. The high monetary cost of teacher attrition and the upheaval in school culture and curriculum development warrant further investigation into teacher attrition prevention strategies. This study explored the effectiveness of a mentoring program for newly hired teachers at Tashkent International School (TIS). By investigating first whether the TIS program has achieved its intended outcome and, second, by determining characteristics of the program that have best achieved this goal, the study showed a clear path forward regarding mentoring that may inform similar international schools as they consider strategies to manage teacher retention. The purpose of this mixed method study was to examine the effects of a mentoring program on school-related factors that affect teacher retention rates in an international school. Eight teachers employed at Tashkent International School from kindergarten to grade 5 who participated in a mentoring program were surveyed, interviewed, and observed in weekly meetings. The data collected were analyzed according to themes grouped as early intervention, a supportive communal culture, and distributive leadership. New teacher survey results and interviews indicated that the mentoring program positively affected teachers' perceptions of the school's collaborative culture and the level of support provided by the school. Data collected from mentor-teacher surveys and interviews indicated that lead teachers benefitted from leadership opportunities. Observation data reflected a focus on student work in meetings and a questioning/coaching model used by mentors. While the study revealed these positive aspects of the program, analysis also revealed areas of possible improvements. These areas include formalizing responsibilities of lead teachers and providing ongoing training to increase the lead teacher capacity as mentor. The results of this study suggest that international schools should consider adopting a new teacher mentoring program as a teacher retention strategy. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/152813
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 586
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Author: Ron Nash
Publisher: Corwin Press
ISBN: 145221378X
Category : Education
Languages : en
Pages : 161
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Book Description
Connect with new teachers and help them thrive in the active classroom! This resource demonstrates how to build active teacher mentoring programs that foster teacher retention and increase the effectiveness of new teachers. Stressing the importance of training new teachers to employ active classroom principles that ensure student engagement and achievement, the author provides strategies, anecdotes, and reflection questions that: Discuss the role of professional development in promoting teacher effectiveness Emphasize the importance of creating a schoolwide climate for mentoring Illustrate the critical role of mentors in providing teacher support Demonstrate the importance of building relationships with new teachers
Author: Patrick Phelan
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Book Description
This is a study of the practices utilized by four school districts, two with high and two with low retention rates of teachers, to examine how similarities and differences in selected human resources practices relate to the successful retention of teachers in these districts. The factors studied that may impact teacher retention included screening and selection processes, criteria used to select individuals for employment as teachers, the orientation/indoctrination programs, mentoring initiatives, professional development activities, teacher evaluation/performance assessments, and factors unique to each school district such as a sense of belonging to the organization. Teacher retention rates were calculated from among 27 school districts using data from the Personnel Master File (PMF) contained within the Basic Education Data System (BEDS) maintained by the New York State Department of Education.^Two school districts with high retention rates and two districts with low retention rates were selected for the study. Using a case study methodology the researcher reviewed documents used in the screening and selection process and interviewed individuals who participate and/or have a role in the pre-employment screening process in each district. The following similarities were found in the process used to screen and select the candidates for employment as a teacher in all four districts:* Utilization of an electronic application;* The initial screening interviews are conducted at the "building level";* Candidates are required to conduct a sample lesson;* References are checked although cautious weight is given to references. In the two districts with high retention rate of teachers, trustees of the Board of Education are involved in the initial building level interviews and throughout the screening and selection process.^In one of the high retention rate districts, the final selection is made by the majority of trustees. A difference among all four districts was how the final selection was made. Each district had a different decision maker in selecting the successful candidate. These decision makers were as follows:* The Superintendent;* The Trustees of the Board of Education;* A collaborative decision between the Superintendent and Building Principal;* The Assistant Superintendent of Human Resources with notification to the Superintendent. Three of the four districts had a formal induction/orientation for new teachers while one of the high retention districts does not have a formal program although new teachers participate in a one day orientation meeting. All four districts have adopted a formal mentoring program; however, the two districts with the higher retention rates adopted their mentoring program in 2004 when required to do so by the Commissioner of Education.^The two districts with a lower retention rate have had a mentoring program in place for over 20 years. All four districts have professional development initiatives but there were differences in the focus and content of these programs. Similar to professional development each school district has a process in place to annually evaluate the performance of new teachers, but the process is different in each district. In terms of factors unique to each district these case studies found that a sense of belongingness, which impacts motivation, may have been a contributor to the districts' retention rates. In the two districts with high retention rates there was a strong sense of belongingness and the organization fostered a collegial working environment to motivated teachers to stay. In the districts with low retention, factors were identified that may have contributed to alienating some new teachers thus contributed to a lower retention rate.^Given the fact that the study was drawn from a small sample of suburban school districts, within the same geographic area, generalizations cannot be drawn from this study.
