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Author: Jennifer Lee Vaughan
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 104
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Book Description
Abstract Supporting and retaining new teachers is an ever-growing challenge faced by school districts across the nation (Anhorn, 2008; Ingersoll & Strong, 2011; Lieberman, Saxl, & Miles, 1988; Lorti, 1975). One way that many schools approach this opportunity to support new teachers is through teacher mentoring programs (Goldrick, 2016; Gray & Gray, 1985; Moody, 2009; Strong & Baron, 2004). As school leaders implement mentoring programs, it is important to know whether the programs are meeting their stated goals (Stufflebeam & Shinkfield, 2007). The purpose of this program evaluation was to look at the perceived influence of a teacher mentoring program upon novice educators within a single hard-to-staff school in an urban neighborhood within a school district in Virginia. Specifically, 10 novice educators were interviewed regarding the influence of the various components and activities of a mentoring program upon their teacher self-efficacy as well as upon their plans for continuing to teach within that school. Interview data revealed teachers felt supported by mentors but the changes in practice and in their own self-efficacy occurred when they observed peers who successfully managed classroom discipline or when they applied strategies learned through induction programs. Interviews also revealed that a mentoring program had little impact upon new teachers’ decisions to remain at a particular school or in a specific school district. Recommendations include ensuring that all new educators—including late hires—receive a mentor, strongly recommending opportunities for peer observations, targeting hard to staff school mentors with coaching and additional training, and providing earlier and more varieties of training opportunities for new teachers in classroom management.
Author: Jennifer Lee Vaughan
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 104
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Book Description
Abstract Supporting and retaining new teachers is an ever-growing challenge faced by school districts across the nation (Anhorn, 2008; Ingersoll & Strong, 2011; Lieberman, Saxl, & Miles, 1988; Lorti, 1975). One way that many schools approach this opportunity to support new teachers is through teacher mentoring programs (Goldrick, 2016; Gray & Gray, 1985; Moody, 2009; Strong & Baron, 2004). As school leaders implement mentoring programs, it is important to know whether the programs are meeting their stated goals (Stufflebeam & Shinkfield, 2007). The purpose of this program evaluation was to look at the perceived influence of a teacher mentoring program upon novice educators within a single hard-to-staff school in an urban neighborhood within a school district in Virginia. Specifically, 10 novice educators were interviewed regarding the influence of the various components and activities of a mentoring program upon their teacher self-efficacy as well as upon their plans for continuing to teach within that school. Interview data revealed teachers felt supported by mentors but the changes in practice and in their own self-efficacy occurred when they observed peers who successfully managed classroom discipline or when they applied strategies learned through induction programs. Interviews also revealed that a mentoring program had little impact upon new teachers’ decisions to remain at a particular school or in a specific school district. Recommendations include ensuring that all new educators—including late hires—receive a mentor, strongly recommending opportunities for peer observations, targeting hard to staff school mentors with coaching and additional training, and providing earlier and more varieties of training opportunities for new teachers in classroom management.
Author: Joan Evans Otten
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 127
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Book Description
Public schools are faced with dealing with high teacher turnover and low job satisfaction indicators, particularly from novice teachers in their first 5 years of service. To combat the problem, schools have designed and developed a variety of mentorship programs aimed at providing support for the novice teachers and thereby increasing job satisfaction. The purpose of this qualitative case study program evaluation was to examine a specific school district's current mentorship program in order to determine how participation in the program influences new teachers' decision to leave the school district. Using the narratives from interviews and surveys, the researcher examined the differences in the teachers' individual perceptions of the mentorship program and its influence on teachers' decision to stay or leave. The narratives were coded to reveal themes in the individual groups and those that were common across the three groups surveyed. The results indicated three prevailing themes that contributed to the perceptions of the staff members who participated: relationships, scheduled time, and mentor/mentee matching practices.
Author: Gabriel D. Jackson
Publisher:
ISBN:
Category : Arkansas
Languages : en
Pages : 174
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Book Description
Retaining novice teachers in today’s educational system is proving to be extremely difficult. In schools of poverty, this challenge is much more difficult. The purpose of this qualitative study was to examine the effectiveness of a district-mandated teacher mentoring program in a Central Arkansas School District in regards to skills, dispositions, and retention. Eight novice teachers who work in high poverty schools were interviewed as part of this study. Through transcription and analysis, themes were established to gain a clear understanding of the novice teachers’ thoughts and perceptions of the teacher mentoring program. The results indicated a strong presence of informal mentoring by colleagues, the necessity of administrative support while in mentoring, the lack of time spent with mentors, and that the mentoring program had no true bearings on the retention of the respondents.
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: Betty Achinstein
Publisher: Teachers College Press
ISBN: 9780807746356
Category : Education
Languages : en
Pages : 210
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Book Description
In response to a growing interest in mentoring and new teacher induction, the authors offer a unique view of developing quality mentors. Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource: Argues that mentors are not born, but developed through conscious, deliberate, ongoing learning; Provides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring; Documents induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator's role in reforming school culture; Highlights problems and complexities of enacting mentor knowledge and learning in diverse contexts.
Author: Michael Fullan
Publisher:
ISBN: 9780807735541
Category : Education
Languages : en
Pages : 114
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Book Description
In addition to its outstanding analysis of "total teachers" and school culture, this book provides action guidelines for teachers and for principals that are filled with insight that will help school educators take responsibility for reform.
Author: Hal Portner
Publisher: Corwin Press
ISBN: 1452280649
Category : Education
Languages : en
Pages : 169
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Book Description
"A much-needed resource for teacher mentors. The new and updated strategies and practical approach will give mentors crucial support as they provide assistance and encouragement to new teachers. Portner has clearly demonstrated the importance of both theory and practice in this practical guide." —Priscilla Miller, Director Center for Teacher Education & Research, Westfield State College A comprehensive guide for developing successful mentors! Quality mentoring can provide the support and guidance critical to an educator′s first years of teaching. In the latest edition of the best-selling Mentoring New Teachers, Hal Portner draws upon research, experience, and insights to provide a comprehensive overview of essential mentoring behaviors. Packed with strategies, exercises, resources, and concepts, this book examines four critical mentoring functions: establishing good rapport, assessing mentee progress, coaching continuous improvement, and guiding mentees toward self-reliance. Tools and topics new to this edition include: Teacher mentor standards based on the NBPTS Core Propositions and validated by members of the International Mentoring Association and other practitioners Classroom observation methods and competency instruments Tools to assess preferred learning styles Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development School leaders, experienced and prospective mentors, and staff developers can use this step-by-step handbook to create a dynamic mentoring program or revitalize an existing one.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new teachers entering school systems. School administrators across the state of Tennessee realize that there is a significant number of beginning teachers who are leaving the teaching profession within the first 3 to 5 years of their teaching careers. Beginning teachers are being surveyed to determine why many leave the profession. After gathering input from beginning teachers across Tennessee, school officials began to develop teacher mentoring programs designed to retain beginning teachers. The purpose of this quantitative study is to evaluate the effectiveness of the Knox County Schools systemâs teacher mentoring program, New Teacher Induction (NTI), for beginning teachers. The participants in this study were novice teachers (with 1 to 3 years of teaching experience). Two hundred novice teachers were invited to participate. Thirty-eight (19%) participants responded to the first survey. Efforts were made to increase the response rate through reminder emails. Reminders emails were sent 3 times. Hard copies of the participant letter and survey instrument were mailed to the novice teacher group during the 2nd data collection to increase the participant responses. Thirty-one responses were collected during the second data collection. Sixty-nine (34%) teachers participated in this study. Findings of the study are congruent with the literature in terms of perceptions of beginning teachers regarding the effectiveness of their mentoring experience and recommendations for enhancing mentoring programs. Most of the novice teachers indicated that their mentoring experience was successful. Many of the novice teachers also said that they attribute their decision to return to their school the following year to their successful mentoring experience.
Author: Cynthia Bolton Watts
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 256
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Book Description
Author: Dodi Palkovic Davenport
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 100
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Book Description
Within the first five years of new teachers employment, between 30 and 50 percent leave the profession (Smith &Ingersoll, 2004). High levels of teacher attrition are associated with negative effects on student achievement (Strong, 2005). In an effort to retain teachers and improve the quality of the teaching workforce, many states and local school districts require new teachers to enroll in induction and mentoring programs. This study is part of a larger program evaluation of one public school districts new teacher induction program. The purpose of this investigation was to determine how a novice teacher perceives the influence of a mentor in their professional and personal development. This study focused on a group of novice teachers who worked with a mentor in their first year of teaching at a high-needs school during the 2017-2018 school year. I utilized qualitative methods to analyze the perceptions the teachers perceptions of the mentors role, collected through individual interviews, about how they acclimated to the demands of the teaching profession. The results of this study can contribute to the overall evaluation of the induction program and inform the districts efforts to improve the mentoring component of this program. Keywords: Attrition, Teacher Retention, Mentoring, Induction, Novice Teacher, High-needs School.
