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Author: Tamaine S. Prince
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 163
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Book Description
Author's abstract: With the high rates of attrition for beginning teachers, school district personnel encounter a continuous rotation of recruiting, hiring, and inducting teachers. Mentoring is a popular means to help beginning teacher’s transition into their first years of teaching. Mentoring programs have become essential sources of support for beginning teachers who are expected to implement the same duties as veteran teachers even though they lack the same length of experience. The purpose of this qualitative study was to evaluate the current mentoring model of an urban school district and compare the mentoring program’s components to those of the Wood and Stanulis mentoring framework. The study examined if there were missing components to the mentoring framework that could be added to improve the effectiveness of the mentoring program. The methodology used to collect data for this study was surveys, interviews, and observations. Purposeful sampling was used to assist the researcher to obtain rich 2 information from participants about their experiences to determine the design of the program and to compare the components of the current mentoring model to the components of the mentoring framework. The following conclusions were drawn from this study: a positive relationship between the educated mentor and the teacher mentoring program, support for the mentoring framework organized by Wood and Stanulis, and teacher support provision through observation and feedback. The findings from this study enabled the researcher to make several recommendations to further refine the ongoing effort to improve teacher mentoring programs for beginning teachers.
Author: Tamaine S. Prince
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 163
Get Book Here
Book Description
Author's abstract: With the high rates of attrition for beginning teachers, school district personnel encounter a continuous rotation of recruiting, hiring, and inducting teachers. Mentoring is a popular means to help beginning teacher’s transition into their first years of teaching. Mentoring programs have become essential sources of support for beginning teachers who are expected to implement the same duties as veteran teachers even though they lack the same length of experience. The purpose of this qualitative study was to evaluate the current mentoring model of an urban school district and compare the mentoring program’s components to those of the Wood and Stanulis mentoring framework. The study examined if there were missing components to the mentoring framework that could be added to improve the effectiveness of the mentoring program. The methodology used to collect data for this study was surveys, interviews, and observations. Purposeful sampling was used to assist the researcher to obtain rich 2 information from participants about their experiences to determine the design of the program and to compare the components of the current mentoring model to the components of the mentoring framework. The following conclusions were drawn from this study: a positive relationship between the educated mentor and the teacher mentoring program, support for the mentoring framework organized by Wood and Stanulis, and teacher support provision through observation and feedback. The findings from this study enabled the researcher to make several recommendations to further refine the ongoing effort to improve teacher mentoring programs for beginning teachers.
Author: Georgia Florian
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 478
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Book Description
Author: Michael J. Maples
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 384
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Book Description
Author: Denise S. Beattie
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 282
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Book Description
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: 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: Carol A. Bartell
Publisher: Corwin Press
ISBN: 0761938591
Category : Education
Languages : en
Pages : 209
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Book Description
The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes
Author: Doris Spencer-Riordan
Publisher:
ISBN:
Category :
Languages : en
Pages : 126
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Book Description
Author: Lois Weiner
Publisher: Teachers College Press
ISBN: 080775689X
Category : Education
Languages : en
Pages : 113
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Book Description
This significantly revised edition will help prospective and new city teachers navigate the realities of city teaching. Now the classic introduction to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive but to do their jobs well. The Third Edition melds new insights and perspectives from Daniel Jerome, New York City teacher, social justice activist, and parent of colour, with what Lois Weiner, a seasoned teacher educator has learned from research and decades of experience working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today's city schools.
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
