Investigation of Middle School Principal's and Novice Teacher's Attitudes and Beliefs about Mentoring Programs PDF Download
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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: Joshua Taylor D. Alexander
Publisher:
ISBN: 9780549221227
Category : Employee retention
Languages : en
Pages : 270
Get Book Here
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: 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: 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: James Vincent Russo
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: The purpose of this study was to examine a district-wide teacher induction program and evaluate the relationship between the believed importance and actual delivery of mentors' and principals' responsibilities in support services, as evaluated by the administrators, mentors, and novice teachers. This study also reviewed the outcome of the teacher induction program through the perspective of traditionally and alternatively certificated novice teachers. This public elementary school study was a modified replication of previous research conducted in a West Central Florida school district. Electronic copies of a survey instrument measuring the beliefs and actual delivery of induction practices were distributed to public elementary school administrators, mentors and novice teachers in one county in Central Florida. In total, 461 administrators, mentors and novice teachers at 36 elementary schools were sent the instrument. Surveys were completed by 179 participants at 36 elementary schools, a 39% response rate. The majority of respondents were Caucasian (83%); female (85%) and held a bachelors (43%), master's degree (38%), educational specialist (11%), or doctoral degree (6%).
Author: Ellen Moir
Publisher:
ISBN: 9781934742365
Category : Business & Economics
Languages : en
Pages : 258
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Book Description
In this practical yet visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests--and doesn't--about the power of well-designed mentoring programs to shape teacher and student outcomes. They set forth the principles of high-quality instructional mentoring and describe the elements of a rigorous professional development program. Detailed case studies show how these principles can be applied at the district level and highlight the opportunities and challenges involved in implementing these programs in different contexts. This book makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared, aligned understanding of high-quality teaching. "One of the biggest challenges facing educational leaders today is finding strategies to keep our best and brightest teachers in our nation's classrooms. Mentoring new and veteran teachers is critical to meeting that challenge. New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness is a must read for educators who are serious about transforming America's classrooms." -- Beverly L. Hall, superintendent, Atlanta Public Schools and 2009 National Superintendent of the Year "A combination of theory and practice makes this book particularly useful to educators who are responsible for the success of new teachers. The wisdom, experience, and dedication of the authors ensures that the field has a book that will endure as a valued resource for decades." -- Stephanie Hirsh, executive director, National Staff Development Council "Ellen Moir and her colleagues are world leaders in teacher mentoring. Tens of thousands of children and young people would be far worse off had it not been for the significantly better classrooms that their well-mentored teachers have created. Moir and all those at the New Teacher Center know how to do mentoring, how to improve mentoring, and how to achieve all this on an immense scale. Here, they show just how well they can write about mentoring too. If you are a teacher or want to help one, then read this book! Its rigorous, evidence-based analysis and riveting prose will inspire you, inform you, and spur you on to do even greater things for your own and other teachers' students." -- Andy Hargreaves, Brennan Chair in Education, Boston College Ellen Moir is founder and executive director of the New Teacher Center. Dara Barlin is the associate director of policy for the New Teacher Center. Janet Gless is associate director of the New Teacher Center. Jan Miles is northwest regional director at the New Teacher Center.
Author: Phyllis A. Gimbel
Publisher: Rowman & Littlefield
ISBN: 1475853459
Category : Education
Languages : en
Pages : 109
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Book Description
Leadership Through Mentoring: The Key to Improving the Principals Confidence and Skill lays out the case for the development of robust mentorship programs to support new school leaders. With principal turnover at an all-time high, it is urgent that schools and districts find ways to help newly appointed leaders grow into effective supervisors, managers, and strategic thinkers who can also find personal and professional satisfaction in their careers. Using examples from several established and successful state programs, Leadership Through Mentoring shows how new school leaders’ effectiveness, vision, and engagement can be grown through intentionally designed and executed programs that offer supportive guidance and wise counsel from experienced leaders. Thoughtfully created and appropriately resourced, such programs can pave the way to longer and more successful principal tenures, which research shows lead directly to significant improvements in schools’ cultures, educational efficacy, and teacher and student performance. This is a book for leaders and governing bodies in all kinds of schools.
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: Rita Waroujan Nourian
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 0
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Book Description
The purpose of this research study was to explore the perspectives of principals, mentors and novice teachers at nine private schools in Beirut on how they conceived mentoring, the forms of mentoring support available at their schools, the mentoring practices implemented at their schools and their recommendations on improvement of current practices. A theoretical framework was developed based on well-established mentoring practices evident in the literature. A qualitative research design, with grounded theory as its methodology, was adopted in this study. Data was analyzed using the constant comparative approach. The conceptual categories emerging formed the basis to develop a proposed model of mentoring practices that is grounded in the context of private schools in Beirut. The proposed model was compared to the theoretical framework. In addition to the proposed model, the findings of the study revealed that the schools lacked institutionalized and documented mentoring programs. Novic ...
Author: Kimberly Michele DeBruycker
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages : 350
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Book Description
Teacher turnover is a common theme in the literature for schools in our nation. Several rural Montana districts have a difficult time recruiting and retaining teachers. Many statistical studies indicate teachers move to other professions after teaching between three and five years. What remained unheard in Montana were the voices of the teachers who might stay in education if support and encouragement were made available directly from the principal or in a minority of cases, if the support available from the principal could be improved. Principals working with novice teachers in rural K-8 schools must understand the needs of their new hires in order to implement and deliver effective mentoring strategies. The purpose of the study was to probe specifically what principals can do in their mentorship of K-8 teachers in a rural setting by eliciting the thoughts of novice teachers. With this knowledge, the principal could then take steps to ensure that these practitioners remain pleased in their profession and that they experience job satisfaction. An additional benefit of the study was a resource for principal mentoring in Montana rural schools. This qualitative study captured the voices of novice teachers through semi-structured interviews. These interviews provided a description of the needs and wishes of rural teachers. The investigation focused on the actions that might be provided to novice teachers by their principal to increase educators' job satisfaction and longevity. The findings indicated Montana rural K-8 teachers would prefer increased principal interactions in the areas (in random order) of 1) introduction and orientation, 2) honesty and expectations, 3) professional growth, learning, and forgiveness, and 4) availability. These four themes of teacher expectations, gleaned directly from the voices of rural teachers, provided the basis for a 76-page resource for Montana rural principals to create and implement their own district procedures for principal mentoring.
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.
