Novice Teacher's Perspectives on Principal Mentoring in a K-8 Rural School Setting PDF Download
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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: 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: Linda J. Searby
Publisher: IAP
ISBN: 1681233002
Category : Education
Languages : en
Pages : 348
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Book Description
Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO
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: Sharon Renea Colson
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 125
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Book Description
Author's abstract: The purpose of this study was to explore beginning teachers beliefs on their mentoring programs and to explain their perspectives. Face-to-face interviews were conducted with three beginning teacher participants and three principal participants in a rural Georgia school system. Constant comparative analysis was used to collect, code, and analyze the data, which included interview responses and researchers memos. Mentoring programs were found to be supportive practices which involved the beginning teachers and mentors. Beginning teachers formed open, positive relationships with their mentors and interacted with them on a regular basis through their mentoring experiences in their respective schools. These interactions included the mentors providing support for the beginning teachers in the areas of curriculum, instruction, classroom management, and parent interactions. Personal and emotional support was also found to be an area in which beginning teachers received support. The relationships formed by the beginning teachers and their mentors and the outcomes of this study affected teacher 2 morale, teacher retention, classroom instruction, management, and teacher selfconfidence.
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: Carl J. Weingartner
Publisher: Corwin Press
ISBN: 1452296057
Category : Education
Languages : en
Pages : 129
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Book Description
"Weingartner practices what he preaches. He shares lessons learned from his many years of running one of the most successful principal mentoring programs in the nation. His practical and straightforward approach is grounded in the day-to-day realities and exigencies of the school principal." —Lois J. Zachary, President Leadership Development Services Develop a principal mentoring program that produces effective leaders and high retention rates! Responding to a critical shortage of school leaders, this timely and invaluable resource offers a mentoring approach that supports new principals′ professional development while helping reduce the stress-and-burnout pattern that is common for many school administrators. Based on years of successful experience, Carl J. Weingartner shows school and district leaders how to design a sustainable, adaptable principal mentoring program for urban, suburban, and rural schools—without a lot of extra costs, paperwork, or time. This book offers guidelines for recruiting, supporting, and retaining effective principals and methods for helping novice principals achieve success in areas such as improving curriculum and student achievement. The book also covers: Developing supportive mentoring relationships Assisting new administrators with individual professional growth plans Advising on district mandates, operational/funding issues, and standards Fostering effective time management, communication, and self-evaluation skills Offering a total support system for new principals, this mentoring guide provides a proven road map for a principal mentoring plan that builds strong schoolwide leadership.
Author: Beverly J. Irby
Publisher: John Wiley & Sons
ISBN: 1119142881
Category : Education
Languages : en
Pages : 640
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Book Description
The first collection in the area of mentoring that applies theory to real-world practice, research, programs, and recommendations from an international perspective In today’s networked world society, mentoring is a crucial area for study that requires a deep international understanding for effective implementation. Despite the immense benefits of mentoring, current literature on this subject is surprisingly sparse. The Wiley International Handbook of Mentoring fills the need for a comprehensive volume of in-depth information on the different types of mentoring programs, effective mentoring practices, and emerging practical and applicable theories. Based on sound research methodologies, this unique text presents original essays by experts from over ten different countries, demonstrating the ways mentoring can make a difference in the workplace and in the classroom; these experts have an understanding of mentoring worldwide having worked in mentoring in over forty countries. Each of the Handbook’s four sections—mentoring paradigms, practices, programs, and possibilities—include a final synthesis chapter authored by the section editors that captures the essence of the lessons learned, applies a global context, and recommends research avenues for further exploration. This innovative volume demonstrates how mentoring in any culture can help employees to complete tasks and advance in their positions, aid in socialization and assimilation in various settings, provide diverse groups access to resources and information, navigate through personalities, politics, policies, and procedures, and much more. Offers an inclusive, international perspective that supports moving mentoring into a discipline of its own and lays a theoretical foundation for further research Shows how emerging practical theories can be implemented in actual programs and various scenarios Examines a wide range of contemporary paradigms, practices, and programs in the field of mentoring, including a panorama of introspections on mentoring from international scholars and practitioners Includes historical and epistemological content, background information and definitions, and overviews of fundamental aspects of mentoring The Wiley International Handbook of Mentoring is an essential volume for a global readership, particularly teachers of mentoring courses, trainers, and researchers and practitioners in a variety of fields such as business, education, government, politics, sciences, industry, or sports.
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: Betty Achinstein
Publisher: Teachers College Press
ISBN: 0807775320
Category : Education
Languages : en
Pages :
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Book Description
Author: Stefanie R. Sorbet
Publisher: Rowman & Littlefield
ISBN: 1475868499
Category : Education
Languages : en
Pages : 111
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Book Description
Supporting New Teachers: Insight for Principals and Others to Help New Teachers in Their Initial Years provides a framework for critical components every new teacher needs to be successful and feel supported in their first year of teaching. It also serves as a guide for administrators to ensure their new teachers are equipped with the tools needed to be successful. Based on interviews with new teachers, the authors offer recommendations for which resources and activities novices felt were needed to successfully navigate their first year of employment. Their suggestions emphasized the need to create new teacher induction activities and mentoring programs that are based on the specific needs of novice teachers versus veteran teachers.
