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Author:
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 26
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Book Description
The guidelines for South Carolina's induction and mentoring initiative have been developed on the basis of the mandate set forth in Section 59-5-85 of the Code of Laws of South Carolina. Implemented by the individual school districts statewide, these induction and mentoring programs will have one overriding objective: to inform, encourage, and support beginning teachers for the purpose of improving the quality of teaching in the state, raising the level of student achievement, and reducing the rate of attrition among our newest teachers.
Author:
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 26
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Book Description
The guidelines for South Carolina's induction and mentoring initiative have been developed on the basis of the mandate set forth in Section 59-5-85 of the Code of Laws of South Carolina. Implemented by the individual school districts statewide, these induction and mentoring programs will have one overriding objective: to inform, encourage, and support beginning teachers for the purpose of improving the quality of teaching in the state, raising the level of student achievement, and reducing the rate of attrition among our newest teachers.
Author: Laura P. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Author: Bryan K. Hullender
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 250
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This dissertation was designed to examine the impact of the South Carolina Initial Mentor Training on the self-efficacy of mentor teachers. The study discussed the current training program for mentors in South Carolina and the expected outcomes the training is supposed to produce. The South Carolina Initial Mentor Training was studied in a cohort of nine school districts in the midlands and upstate of South Carolina in partnership with Winthrop University. The expected outcomes of the program were creating professional growth environments for new teachers grounded in the norms of continuous inquiry, ongoing assessment, and problem-solving; recognizing and practicing the attitudes, behaviors, and skills of effective mentors; identifying beginning teacher needs and modifying support in response to those needs; and using various tools that support an integrated system of formative assessment and support. -- This study used a mixed-methods design which included surveys and interviews with mentor teachers to identify themes that were linked to their efficacy in being able to work with beginning teachers after participating in the South Carolina Initial Mentor Training program. The researcher analyzed the surveys for emerging themes and developed follow-up interview questions for random interviews of trained mentors. The four themes that emerged were the need for mentor training, the most helpful tools to build efficacy, the least helpful tools to build efficacy, and suggestions for mentor program improvement. -- Based on the results of this study, mentor teachers who have completed the South Carolina Initial Mentor Training Program have a much stronger feeling of efficacy in their ability to support beginning teachers.
Author: Wanda N. McMichael
Publisher:
ISBN:
Category : In-service training of teachers
Languages : en
Pages :
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Author: South Carolina. Department of Natural Resources
Publisher:
ISBN:
Category : Hunting
Languages : en
Pages : 12
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Author: South Carolina. Department of Revenue
Publisher:
ISBN:
Category : Mentoring
Languages : en
Pages : 5
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Author: South Carolina. Department of Natural Resources
Publisher:
ISBN:
Category : Hunting
Languages : en
Pages : 12
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Author: Dan Strickland
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 216
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Author: Donna P. Floyd
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 192
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The purpose of this case study is to understand the perceptions of participants in St. John’s County School District concerning the effectiveness of the mentorship program in the county. The Theory of Teacher Development (Fuller, 1969; Katz, 1972) guided the research. This theory states the induction programs should follow pre-service preparation, which will reduce the teacher attrition rate. A single case study was chosen so that the mentorship program could be studied using the perceptions of the participants in the program. The two research questions that guided the study is as follows: “What are the beginning teachers’ perceptions of the effectiveness of the mentorship program in St. John’s County School District?” and “What are the participating mentors’ perceptions of the effectiveness of the mentorship program in St. John’s County School District?” The sample size included 15 individuals including beginning teachers and mentors participating in the program. The data for the study was collected using interviews, observations, and journal entries that the participants made during the study, and the examination of documents by me concerning the mentorship program. The setting was 6 schools throughout the district depending on the number of volunteers. Beginning teachers are defined as teachers with 0-2 years’ experience in the district. The mentors were those actively involved in the program who were assisting these beginning teachers. The data was collected at the site where the individuals were employed. The data was analyzed using the Moustakas’ (1994) Phenomenological Methods-coding, categorizing, and making sense of essential meanings of the phenomena.
Author: Lorna-Jean M. Postlethwaite
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 12
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