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 The Impact of Teacher Mentoring on Novice Educator Retention in High Poverty Schools written by Gabriel D. Jackson and published by . This book was released on 2019 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 A Mentoring Program and Its Impact on Teacher Retention in a Large Urban School District in Oklahoma written by Michael J. Maples and published by . This book was released on 2004 with total page 384 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 A Better Beginning written by Marge Scherer and published by ASCD. This book was released on 1999-11-15 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. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

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 Impact of Mentoring on New Teacher Retention written by Felicia Edwards and published by . This book was released on 2002 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Evaluation of the Impact of a Mentor based Program on Teacher Retention in a Large Urban School District written by Denise S. Beattie and published by . This book was released on 2013 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teachers as Mentors written by Aram Ayalon and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Annotation The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods based upon extensive observation, and interviews with teachers, students, administrators, and parents this book makes a major contribution to the debate on how to reduce the achievement gap. Using similar teacher-as-youth mentor and youth advising models, these two inner city schools Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem have broken the cycle of failure for the student populations they serve children from underrepresented groups living in poverty in troubled neighborhoods with few resources. Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel. The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves. Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book. Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) -- defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks -- which is recognized as an important factor in children's success in school. However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.

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 Past Present and Future Research on Teacher Induction written by Jian Wang and published by R&L Education. This book was released on 2010-07-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.

Download or read book Black Male Teachers written by Chance W. Lewis and published by Emerald Group Publishing. This book was released on 2013-04-23 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers.

Download or read book The Elements of Inquiry written by Peter J. Burke and published by Routledge. This book was released on 2018-03-23 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Elements of Inquiry covers the basic guidelines for graduate students doing an investigation or inquiry project. It distils the rubrics necessary for teaching research methods and completing research projects, and gives the student researcher a list of steps to follow to complete any type of inquiry project – including formal research projects such as doctoral dissertations. It was written to support the work of students in an educational leadership doctoral program, but it will also assist the research efforts of college students at any level in any discipline. The book begins by establishing the underlying philosophical concepts upon which all good research is based, preparing students to get down to the "nuts and bolts" of conducting their own research and evaluating the research of others. Fundamental concepts and rules of research are explained both for producers and consumers of social science and educational research. Numerous practical examples illustrate the steps in the research process presented in the text. There are end-of-chapter exercises for students to apply the concepts discussed in the chapter. Templates for organizing and presenting research provide students with a game plan for success with their research. The book ends with an up-to-date annotated bibliography of beginning and advanced research texts allowing students easy access to books that detail the more specialized research topics. While most research books detail one or more method in depth, this text provides a broad introduction to many techniques and models used in doctoral dissertations, and will be of particular value to those who are consumers of inquiry studies and research reports. Key to the overview provided is the annotated bibliography that leads the reader to the next stage of understanding or doing research.

Download or read book Across the Domains written by Andrea M. Kent and published by IAP. This book was released on 2018-01-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Handbook of Urban Education written by H. Richard Milner IV and published by Routledge. This book was released on 2013-11-20 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.