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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: 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: Judy E. Jackson Palmer
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 114
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Book Description
Author's abstract: The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage problems. Schools experience high rates of attrition for beginning teachers, more than forty percent in the first five years of teaching. Within the next decade, school districts will have to hire a large number of teachers for grades k-12. The traditional sink-or-swim induction of teachers contributes to lower levels of teacher effectiveness such as curriculum and behavioral issues and higher levels of teacher attrition. Beginning teachers experience isolation, difficult students, curriculum challenges, and inadequate preparation which cause them to leave the education field in high numbers. More states and school districts have begun to provide mentoring for their beginning teachers in an effort to help them transition into their first years of teaching. The purpose of this qualitative study was to evaluate the impact of mentoring on beginning teachers in a rural Northeast Georgia school district. The study provided important data about the mentoring practices that were the most meaningful to the beginning teachers. The methodology used to collect data for this study was individual interviews and focus group interviews. Nine purposive sample participants were included for the individual interviews: one from each of five elementary schools and two both from the middle school and high school. The focus group included two elementary teachers, two middle school teachers, and two high school teachers. The analysis of the data revealed the following themes: 1) Mentoring provided support for new teachers in the area of curriculum, discipline, and parental communication. 2) Secondly, the time spent with the mentors had an important effect on the success of the mentoring experience. 3) The variation of attitudes both of the mentor and the administration/school played an important part in a successful mentoring program. The results of this study support the positive results of mentoring on beginning teachers. The data collected correlated with the research questions and supported the idea that mentoring is an important program in the school district. When school districts promote teacher support through mentoring, teacher retention appears to be higher.
Author: Diane G. Bemis
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 145
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Book Description
Researches and explores the effects mentoring programs have on new teacher retention in suburban schools. Also explores differences experienced by elementary and secondary teachers with respect to mentoring program effectiveness, job satisfaction, and perceived community support.
Author: Sally J. Zepeda
Publisher: John Wiley & Sons
ISBN: 1119128277
Category : Education
Languages : en
Pages : 612
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Book Description
An authoritative guide to educational supervision in today’s complex environment The Wiley Handbook of Educational Supervision offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today’s schools. This important resource: Describes supervision in a historical context Includes a review of adult learning and professional community Reviews new teacher preparation and comprehensive induction systems Contains perspectives on administrative feedback, peer coaching and collaboration Presents information on professional development and job-embedding learning Examines policy and implementation challenges in teacher evaluation Written for researchers, policy analysts, school administrators and supervisors, The Wiley Handbook of Educational Supervision draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.
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: Dale DeCesare
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
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Book Description
This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district's schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less experienced teachers. The program addresses these challenges using master educators who recently retired from the district to provide tailored one-on-one mentoring to new teachers. The program requires mentees to meet weekly one-on-one with their mentor and monthly in school-level groups over the course of two years. This study was undertaken by Regional Educational Laboratory (REL) Central in collaboration with Aurora Public Schools. It used a randomized controlled trial to assess the impacts of the Retired Mentors for New Teachers program on student achievement, teacher retention, and teacher evaluation ratings during the 2013/14 and 2014/15 school years. As part of the study, the district's elementary school teachers were randomly assigned to either a group that received only the district's typical mentoring support (the business-as-usual group) or a group that received both typical mentoring support and added support from a retired mentor under the Retired Mentors for New Teachers program (the program group). The business-as-usual support involved first-year teachers being assigned to work with a more experienced "buddy" teacher for about 15 hours over one school year. The study team collected data on resources and costs associated with running the program and generated a return on investment estimate. The study team also used teacher and mentor surveys and focus groups to investigate whether the program was implemented with fidelity to its model. The following key findings emerged from the study. The first four are causal findings; the last four are exploratory findings from exploratory analyses: (1) At the end of the first year math achievement was significantly higher among students taught by teachers in the program group than among students taught by teachers in the business-as-usual group; (2) While the differences were not statistically significant, reading achievement was also higher among students taught by teachers in the program group than among students taught by teachers in the business-as-usual group; (3) The program had no effect on teacher evaluation outcomes; (4) Although more teachers in the program group than teachers in the business-as-usual group left the district after two years, the effect of the program on teacher retention was not significant; (5) Increased hours of mentoring were associated with higher teacher retention in the second year among teachers who participated in the program; (6) The program had an average annual local cost of approximately $171 per student; (7) Exploratory analysis suggested that the program could yield a return on investment that may pay back the annual cost of the program more than 15 times over through increased student earnings over time; (8) Overall, the program was implemented with fidelity to its intended model. The following are appended: (1) Data, outcome measures, baseline equivalence, and methodology; (2) Sensitivity analysis; (3) Elements considered in the analysis of program cost; (4) Implementation fidelity; and (5) Regression results.
Author: Mary Beth Thorsen
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Book Description
Author: Marge Scherer
Publisher: ASCD
ISBN: 1416600701
Category : Education
Languages : en
Pages : 258
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Book Description
Here's help for any school or district that wants struggling first-year and beginning teachers to survive and thrive. Written by seasoned administrators and teacher leaders who know the ropes, this guide covers every aspect of the topic, including: Best ways to support new teachers; Stages they go through in their first year; Effective induction programs that last five days, all summer, or an entire year; Mentoring programs that benefit all teachers involved; Strategies for improving new teachers' teaching skills without damaging their morale; and Systemwide solutions that combine induction and mentoring programs with ongoing assessment and professional development. Case studies of successful programs and insights from veteran and novice teachers give you plenty of fresh insights on how to maintain new teachers' confidence and encourage them to innovate and grow. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
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
Author: Susan Villani
Publisher: Corwin Press
ISBN: 1452212813
Category : Education
Languages : en
Pages : 241
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Book Description
This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.
