Download or read book The Effects of a System wide Mentoring Program on Beginning Teacher Retention Rates written by Jill L. Hastings and published by . This book was released on 2007 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School written by Kristen DiMatteo and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District written by Judy E. Jackson Palmer and published by . This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Effects of Mentoring Programs on New Teacher Retention in Selected Suburban Schools written by Diane G. Bemis and published by . This book was released on 1999 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Impacts of the Retired Mentors for New Teachers Program REL 2017 225 written by Dale DeCesare and published by . This book was released on 2017 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Better Beginning written by Marge Scherer and published by ASCD. This book was released on 1999 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Comprehensive Mentoring Programs for New Teachers written by Susan Villani and published by Corwin Press. This book was released on 2009-06-17 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The author has done an excellent job of highlighting the key aspects of a comprehensive induction program and offers rich examples across urban, rural, and suburban setting. Anyone interested in developing induction programs that both support and accelerate beginning teacher development should read this book. —Ellen Moir, Executive Director New Teacher Center, University of California, Santa Cruz "State level policy makers can take a positive step forward by providing every district and school leader with a copy of this book. Expertly organized and written, Villani′s work provides answers to school leaders′ key questions regarding establishing a comprehensive induction/mentoring program. Readers will keep the book within reach as a most valued resource." —Stephanie Hirsch, Executive Director National Staff Development Council "A significant addition to the literature on mentoring in the education profession. This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice." —Gail Connelly, Executive Director National Association of Elementary School Principals "Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, this book addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Villani′s framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers." —Mary Forte Hayes, Executive Director Massachusetts Association for Supervision and Curriculum Development Establish a quality comprehensive mentoring program and improve teacher retention rates! This updated edition of Mentoring Programs for New Teachers outlines mentors′ roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find: Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level A list of 5 factors to consider when developing a comprehensive mentoring initiative A rubric based on seven components of comprehensive mentoring programs New material for supporting special education, math, and science teachers Resources to use in program development or revision
Download or read book Mentoring Programs written by Virginia Fick and published by . This book was released on 2012 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the issue of mentoring and its problems in aiding in the induction of new teachers into various school systems. Such a study is justified because teacher shortages remain a real threat in many areas of this country. The research sought to demonstrate that a mentor program without clear guidelines and accountability may actually damage new teachers. Some of the goals of a mentoring program were considered: the suitability and selection of mentors, the training of mentors, and program evaluation. A review of the literature included such topics as the high cost of attrition, the needs of new teachers, effective and practical mentoring methods, mentoring disasters, technology and creative ways to mentor, benefits to veteran teachers from mentoring, and the role of leadership in mentoring. A quantitative study of school districts with either very high or low teacher attrition rates sought to reveal what adjustments are necessary for greater teacher retention. A twenty-question survey that measured the perceptions and attitudes of administrators from these districts endeavored to answer some key questions such as why some mentoring programs fail, what mentors are actually doing, and how administrators could strengthen their programs.
Download or read book Urban Teaching written by Lois Weiner and published by Teachers College Press. This book was released on 2016-02-19 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher Induction and Mentoring written by Juanjo Mena and published by Springer Nature. This book was released on 2022-01-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Download or read book The Effectiveness of a Mentoring Program on Teacher Retention at an Urban High School written by Tamaine S. Prince and published by . This book was released on 2015 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Active Mentor written by Ron Nash and published by Corwin Press. This book was released on 2010-01-06 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book The Effects of Mentor Programs on Teaching Careers written by Diane D. Masloski and published by . This book was released on 2000 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects of mentor programs on retention and job satisfaction of first-year teachers. Forty first-year teachers from four metropolitan area school districts received surveys that addressed the support they received from mentor programs. A ninety-percent return rate was achieved. The return rate from each school district was inconsistent. A descriptive analysis of the data rather than a causal comparison was completed. Results from the study suggest that support from a mentor or from an administrator is necessary for teacher retention and job satisfaction. This research examines the amount and type of support needed to retain teachers and ensure job satisfaction.
Download or read book The Effects of a Teacher Mentoring Program on Teacher Retention in High poverty Urban Schools written by Georgia Florian and published by . This book was released on 2005 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teacher Mentoring in a Rural Georgia School System written by Sharon Renea Colson and published by . This book was released on 2007 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Impact of First Year Mentoring Experiences on the Attrition Rates of Alternatively Certified Teachers written by Paul L. Uttley and published by . This book was released on 2006 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: School administrators across the State of Texas struggle each year to fill classroom vacancies prior to the arrival of students. These administrators often find themselves repeatedly filling the same vacancies that they filled the previous year. Teachers cite many reasons for leaving their schools; two of the most common reasons are lack of support and job dissatisfaction. Largely as a result of teacher shortages, alternative certification programs have become major producers of teachers in Texas. Individuals desiring to be teachers receive a short orientation period, often during the summer, and are then certified to teach for the coming school year. The teachers are required to periodically attend classes through their certification program during the school year. Upon completion of the alternative program requirements, the teacher is recommended for full certification as a teacher in Texas. This study evaluated the impact of mentoring on the attrition rates of alternatively certified teachers. Two hundred twenty-five first year alternatively certified teachers who were part of the Education Career Alternatives Program (ECAP) were given the survey. Ninety-nine surveys were returned, of which 34 were not usable since these teachers were not being assigned a mentor teacher. Of the remaining 65 surveys, 54 were complete and usable surveys. The alternatively certified teachers identified their mentoring programs as being high quality, with some differences based on teaching levels. The teachers also identified all 26 mentoring experiences as important, even though these same activities did not occur in all of the programs. This study found that nearly 72% of the variance in success could be attributed to the perceived quality of mentoring. Teachers who stated that mentoring would play a role in their decision to return to their school for a second year rated their overall mentoring experiences higher than those teachers who said mentoring would not play a role in their decision. This study suggests that quality mentoring, with the mentor identified as a key ingredient in the success of the program, can help to reduce the attrition rates that cripple schools each year.
Download or read book Mentoring Beginning Teachers Program Handbook written by Alberta Teachers' Association and published by . This book was released on 2003 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
