How Non-tenured, Novice Public School Teachers Describe Their Experience with Mentoring Programs PDF Download
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 932
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Book Description
"The focus of this research is to shed light on novice teachers' experience mentoring programs. The primary research concern is how non-tenured, novice public school teachers in their first three years of service describe their experience with mentoring programs. Two secondary questions were addressed: does participation in a mentoring program affect teacher retention? And, what are the factors that contribute to the attrition and retention rates of new teachers? The mentoring experience of novice teachers was analyzed. By employing qualitative methods, both survey and interview, the description of the novice teachers' experience was extrapolated and studied. Grounded theory was used to analyze the data derived from the research and to report the findings of this study. Seven major findings arose out of the methodological triangulation of the data from the review of related literature, questionnaire results and interview analysis including: both sit-down talks and the feedback they generate and coaching novice teachers in writing effective lesson plans that ensure all students access to the learning are important components of a quality mentoring program; teacher observation is a universal phenomenon in the beginning years of teaching but should only be one of multiple components in measuring a teacher's effectiveness; student success and academic achievement is affected by a teacher's involvement in an induction program; a novice teacher's success is positively impacted by participation in a comprehensive induction program; research indicates that mentoring new teachers has a positive effect on teacher retention and finally many factors lead to teacher retention and attrition including preparation, administrative support, working conditions, collegial support and socialization into the school culture, mentoring and induction programs, and salary and compensation." --
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 932
Get Book Here
Book Description
"The focus of this research is to shed light on novice teachers' experience mentoring programs. The primary research concern is how non-tenured, novice public school teachers in their first three years of service describe their experience with mentoring programs. Two secondary questions were addressed: does participation in a mentoring program affect teacher retention? And, what are the factors that contribute to the attrition and retention rates of new teachers? The mentoring experience of novice teachers was analyzed. By employing qualitative methods, both survey and interview, the description of the novice teachers' experience was extrapolated and studied. Grounded theory was used to analyze the data derived from the research and to report the findings of this study. Seven major findings arose out of the methodological triangulation of the data from the review of related literature, questionnaire results and interview analysis including: both sit-down talks and the feedback they generate and coaching novice teachers in writing effective lesson plans that ensure all students access to the learning are important components of a quality mentoring program; teacher observation is a universal phenomenon in the beginning years of teaching but should only be one of multiple components in measuring a teacher's effectiveness; student success and academic achievement is affected by a teacher's involvement in an induction program; a novice teacher's success is positively impacted by participation in a comprehensive induction program; research indicates that mentoring new teachers has a positive effect on teacher retention and finally many factors lead to teacher retention and attrition including preparation, administrative support, working conditions, collegial support and socialization into the school culture, mentoring and induction programs, and salary and compensation." --
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: Ron Nash
Publisher: Corwin Press
ISBN: 141298050X
Category : Education
Languages : en
Pages : 161
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Book Description
This resource demonstrates how to build effective, active teacher mentoring programs—from helping new teachers implement active classroom principles to creating a schoolwide climate for mentoring.
Author: Joshua Taylor D. Alexander
Publisher:
ISBN: 9780549221227
Category : Employee retention
Languages : en
Pages : 270
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Book Description
"This was a qualitative, phenomenological study. Ten new non-tenured teachers and five middle school principals from five different school districts were interviewed during the 2006-2007 school year. The purpose of data collection through interviewing was to attain the beliefs and attitudes of the participants about mentoring programs and the ability for the reduction in attrition. The researcher could use the data to help create a mentoring program to support new teachers and reduce teacher attrition"--Abstract, p. iii.
Author: Sandra J. Odell
Publisher: R&L Education
ISBN: 1461732662
Category : Education
Languages : en
Pages : 158
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Book Description
This survey of best practices is extremely useful to those charged with setting up state and local mentoring programs and provides a logical framework to convince policy makers to support teacher-induction programs. Case studies and discussion questions make this a valuable textbook for teacher education courses and tool for faculty in the school setting.
Author: Joshua Taylor D. Alexander
Publisher:
ISBN: 9780549221227
Category : Employee retention
Languages : en
Pages : 0
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Book Description
"This was a qualitative, phenomenological study. Ten new non-tenured teachers and five middle school principals from five different school districts were interviewed during the 2006-2007 school year. The purpose of data collection through interviewing was to attain the beliefs and attitudes of the participants about mentoring programs and the ability for the reduction in attrition. The researcher could use the data to help create a mentoring program to support new teachers and reduce teacher attrition"--Abstract, p. iii.
Author: Susan Myers
Publisher: Springer Science & Business Media
ISBN: 9460918700
Category : Education
Languages : en
Pages : 267
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Book Description
This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.
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: Anne F. Herrin
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 452
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Book Description
The U.S. teacher shortage demands strategies to attract and retain novice teachers. The purpose of this mixed methods study was to ascertain the effectiveness of a mentoring program. The primary research question explored whether a difference existed in the perceptions of 160 mentees and mentors from a small, rural county in Florida regarding the importance of and satisfaction with the program components. The primary data sources consisted of a researcher-created survey that measured participants' rating of satisfaction and importance with program components and participant interviews. The MANOVA revealed significant differences in levels of importance with regard to the mentoring activities. Mentors found orientation activities important; whereas mentees found assistance with classroom instruction important. Mentors felt being a model teacher was the most important, and mentees considered having a mentor in the same grade level or subject area as the most important. Analysis of the interview data used an a priori coding system and identified which mentoring activities were vital in the support of mentees. These data corroborated the quantitative findings that when mentors and mentees find the mentoring activities important, the level of satisfaction is also increased. These results showed that a mentor with experience in the same grade level was paramount to the growth of the novice. Improvement in instructional practice occurred when the participants found the activity to be important. When mentors and school administrators work collectively to design a program of support for mentees, they promote social change by improving the quality of teaching for students and revitalize veteran teachers. As the teacher workforce stabilizes and improves the delivery of instruction, communities reap the benefits of a well-educated, prepared citizenry.
Author: Carol Pelletier Radford
Publisher: Corwin Press
ISBN: 1506345085
Category : Education
Languages : en
Pages : 451
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Book Description
Use this updated resource to prepare for your journey into teaching This newly revised and updated 2nd edition of The First Years Matter provides key actions steps and a flexible twelve-month curriculum - including July for reflection and planning - to help you proactively prepare for your first few years in the classroom. Maximize your effectiveness in the classroom as you: Apply mentoring lessons to differentiate instruction Integrate student voice Prepare for teacher observations and standardized testing Gather evidence to document your progress This updated version includes a robust companion website featuring videos, downloadable forms, and a journal for reflection. Use with Mentoring in Action, the companion guide for mentors!
