Download or read book The Impact of the South Carolina Initial Mentor Training on Mentor Teacher Efficacy written by Bryan K. Hullender and published by . This book was released on 2014 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine the impact of the South Carolina Initial Mentor Training on the self-efficacy of mentor teachers. The study discussed the current training program for mentors in South Carolina and the expected outcomes the training is supposed to produce. The South Carolina Initial Mentor Training was studied in a cohort of nine school districts in the midlands and upstate of South Carolina in partnership with Winthrop University. The expected outcomes of the program were creating professional growth environments for new teachers grounded in the norms of continuous inquiry, ongoing assessment, and problem-solving; recognizing and practicing the attitudes, behaviors, and skills of effective mentors; identifying beginning teacher needs and modifying support in response to those needs; and using various tools that support an integrated system of formative assessment and support. -- This study used a mixed-methods design which included surveys and interviews with mentor teachers to identify themes that were linked to their efficacy in being able to work with beginning teachers after participating in the South Carolina Initial Mentor Training program. The researcher analyzed the surveys for emerging themes and developed follow-up interview questions for random interviews of trained mentors. The four themes that emerged were the need for mentor training, the most helpful tools to build efficacy, the least helpful tools to build efficacy, and suggestions for mentor program improvement. -- Based on the results of this study, mentor teachers who have completed the South Carolina Initial Mentor Training Program have a much stronger feeling of efficacy in their ability to support beginning teachers.

Download or read book The Impact of Mentor Training on the Perceived Effectiveness of a Mentor Program written by James Vincent Freemyer and published by . This book was released on 1999 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The state of North Carolina has mandated that every new teacher in the state be appointed a mentor during the first year of teaching. Research has indicated that having a mentor does not necessarily improve instruction or retain quality people in the profession unless the training and the structure of the mentor programs are properly focused upon the real needs of new teachers. Programs that adequately address these beginning teacher needs have a positive impact on instruction and the retention of good teachers. This study examines the perceptions of first-year teachers regarding their primary needs and how effective their mentors were in providing for these needs. Two North Carolina school districts were selected for study based upon adherence to state guidelines regarding the quantity and quality of the training in an effort to measure the perceived impact of mentoring programs on first-year teaching experiences. The results of the study indicated that the districts that provide a more structured approach to mentor training with a focus on the developmental needs of the new teacher, observation, and reflective thought had a statistically significant greater positive impact on new teachers. The impact was examined in the areas of establishing structure of the program, addressing personal needs, improving teacher skills, identifying student needs, and promoting professional growth.

Download or read book Analyzing the South Carolina Teacher Advancement Program s Effectiveness and Its Impact on Teachers Professional Growth written by Allen Fain and published by . This book was released on 2012 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this dissertation was to effectively analyze the South Carolina Teacher Advancement Program (TAP) and its effectiveness on a teacher's professional growth. More specifically the research of the TAP program took place in the researcher's county and analyzed the TAP elementary schools. -- TAP is an all-encompassing program oftentimes referred to as a method of school reform. TAP schools use a rubric that is research-based to evaluate teachers four to six times a year. Specific feedback is given in the forms of pre and postconferencing and a self-reflection conducted by the teacher after each evaluation. The goal of the feedback is to promote professional growth among the teachers. TAP also includes embedded professional development that meets weekly in a required cluster or professional learning community. The professional development offered centers around student needs and goals based on the school's data. -- Performance pay is also an attribute of TAP. Teachers and administrators are able to earn a performance bonus based on teacher observation scores, student value added growth, and school goals. TAP schools have a leadership team that includes a master and mentor teacher. Mentor teachers earn a stipend in addition to the classes they teach. Master teachers also earn a stipend, but do not teach an actual homeroom class. The principal and assistant principal are also part of the leadership team. The leadership team plays an integral part in providing the professional development, conducting classroom observations, and providing feedback to teachers in order to develop and enhance their professional growth. -- This dissertation focuses exclusively on the implementation of the TAP program in the district where the research took place. Specific areas of focus include teacher efficacy and effectiveness, teacher collaboration and professional development, and performance pay.

Download or read book The Impact of Mentoring on New Teacher Self efficacy written by John Craig and published by . This book was released on 2021 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.

Download or read book The Perceived Efficacy of a Proactive Mentor Program on Teacher Retention Rates in a Rural North Carolina County written by Richard Kevin Lancaster and published by . This book was released on 2002 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: First, second, and third year teachers from a small rural county in North Carolina responded to a survey that ranked their perceptions of the county's mentor program. Qualitative input from twelve new teachers was gathered as well to add depth to the study. Comparison studies were made based on years of experience that the new teacher had, lateral entry or initially certified, and their intent to stay in teaching or not. The new teachers gave their views on the quality of the mentor program in their district. All teachers gave their opinion on what type of assistance they believed should be provided to all first, second, and third year teachers. The study divided the perceptions of the mentor program into three different categories: structure of the mentor program, mentor/mentee relationship, and mentor assistance. The results of the study suggested that a mentor program is perceived to have a positive relationship to higher teacher retention rates. A structured mentor program, mentor-mentee compatibility, regular meetings and observations, and mentor training were key components of a good mentor program identified by the participants. The data from this study reflected the need for administrators to build a mentor program starting with a few select teachers who honestly want to help new teachers. New teachers believed that if the school district and the individual schools were committed to providing ongoing support to mentees, the schools would retain more teachers in the local classrooms.

Download or read book A Mentor s Effect on Beginning Teacher Self efficacy written by Emily Peters and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to understand how beginning teachers' self-efficacy changes after working with a mentor in Mountain West School District as a response to the problem of increasing teacher attrition rates. Social cognitive theory is used to explain the impacts on beginning teachers' self-efficacy. Using a qualitative phenomenological approach, qualitative data will be collected through focus groups, interviews, and questionnaires from both beginning teachers and their mentors. Themes drawn from this study include mentorship, new learning, teacher support, and self-doubt. Findings illustrate how mentors can provide beginning teachers support for the demands of the teaching profession. The conclusion of this study suggests mentorship as a proposed solution to increasing beginning teacher retention. This study is significant because it offers evidence that beginning teacher self-efficacy changes with support. The implications for future research include how the mentors' level of training impacts beginning teacher self-efficacy.

Download or read book The Effects of Mentoring on Student Teachers Self Efficacy written by Charles O. Rick and published by . This book was released on 2006 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Traditionally, mentoring has been part of the student teaching experience, however mentors may not receive proper training in mentoring, which ultimately impacts self-efficacy or teacher efficacy of student teachers. This quasi-experimental study investigated the effect of mentor training on teacher efficacy. The survey, Teachers' Sense of Efficacy Scale, was given to student teachers twice during student teaching to measure changes in teacher efficacy. The results showed a moderately high sense of teacher efficacy upon entering student teaching and an even higher sense of teacher efficacy at the conclusion of student teaching. Additionally, the analysis of results indicated training the mentor did not significantly contribute to efficacy changes. The role mentors have in assisting student teachers remains an open question"--Abstract, p. iii.

Download or read book A Case Study of the Stakeholders Perception of the Effectiveness of a South Carolina District Mentorship Program written by Donna P. Floyd and published by . This book was released on 2018 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study is to understand the perceptions of participants in St. John’s County School District concerning the effectiveness of the mentorship program in the county. The Theory of Teacher Development (Fuller, 1969; Katz, 1972) guided the research. This theory states the induction programs should follow pre-service preparation, which will reduce the teacher attrition rate. A single case study was chosen so that the mentorship program could be studied using the perceptions of the participants in the program. The two research questions that guided the study is as follows: “What are the beginning teachers’ perceptions of the effectiveness of the mentorship program in St. John’s County School District?” and “What are the participating mentors’ perceptions of the effectiveness of the mentorship program in St. John’s County School District?” The sample size included 15 individuals including beginning teachers and mentors participating in the program. The data for the study was collected using interviews, observations, and journal entries that the participants made during the study, and the examination of documents by me concerning the mentorship program. The setting was 6 schools throughout the district depending on the number of volunteers. Beginning teachers are defined as teachers with 0-2 years’ experience in the district. The mentors were those actively involved in the program who were assisting these beginning teachers. The data was collected at the site where the individuals were employed. The data was analyzed using the Moustakas’ (1994) Phenomenological Methods-coding, categorizing, and making sense of essential meanings of the phenomena.

Download or read book Impact of Mentoring on K 12 Beginning Teachers Efficacy and Commitment written by Sandra Mozdzanowski and published by . This book was released on 2016 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a growing body of literature on the needs of beginning teachers, little is known about the impact of mentoring on K-12 beginning teachers' efficacy and commitment to teaching, and why beginning teachers in special education received less mentoring than their counterparts in general education. This qualitative phenomenological study compared the experiences of nine beginning teachers in general education and special education, factors within the school (e.g., principal, mentor coordinator, mentor), and characteristics of the teaching assignment. The central question was: What are the experiences of K-12 beginning teachers who receive mentoring? The sample consisted of 22 participants (9 teachers, 8 mentors, 4 principals, and a mentor coordinator). Data were collected from interviews, observations, a focus group, and site documents. Three themes emerged through the use of thematic analysis proposed by Moustakas (1994). The themes were: (a) beginning teachers require molding and shaping to impact school culture; (b) beginning teachers imitate to replicate school culture; and (c) a mindset of support impacts school culture. The central question and 6 sub-questions were answered thematically from the participants' perspectives. Textural and structural descriptions were integrated, which resulted in the essence of participants' experiences: The flow effect: A culture of reciprocity.

Download or read book The Effect of Training and Peer Mentor Shadowing Designed to Increase Mentor Capacity on Teacher Mentor Self efficacy written by Teri Thomsen and published by . This book was released on 2018 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences. This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy. The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.

Download or read book An Investigation of the Relationship Between Factors of Beginning Teachers Development Within a Mentor based Induction Program written by James Davis and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers to the role of professional teacher as well as to support and acclimate teachers to the policies, procedures, and culture of the district. A convenience sample totaling 130 teachers at a large urban school district in southeast Georgia participated in this study. The participants represented varied levels of degree completion, grade levels taught, and ages of teacher. These teachers voluntarily completed the Teacher Efficacy, Perception of Mentor, and Commitment Survey, which consisted of three sections that focused on each of the three focal factors outlined in this research. The survey included a combination of multiple choice items and Likert-scale responses taken from the Georgia State Induction Phase Teacher Survey and the Teachers' Sense of Efficacy Scale. Descriptive statistics were used to describe the sample's demographics, questionnaire items, and scale scores. Findings indicated no statistically significant relationship between the teachers' perceptions of their mentors and their commitment to teaching. There was, however, a small, but statistically significant, positive relationship between teachers' perceived teaching self-efficacies and their commitment to teaching.

Download or read book The Relationship Between the Perceived Effectiveness of Mentoring and the Attrition Rates of First Year Special Education Teachers written by Maureen Delaney Parkes and published by . This book was released on 2015 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of the study was to examine what beginning special education teachers in the state of Minnesota during the 2013/2014 school year perceived what constitutes an effective mentoring program and to scrutinize the impact such programs had on teachers' plans to remain in special education. This study replicated a study conducted by Whitaker (2000) in South Carolina during the 1998/1999 school year using an instrument designed to examine "the frequency and perceived effectiveness of the form and content of the mentoring, the characteristics of the mentors, and the teachers' plan to remain in special education." The findings from this study suggest low attrition rates of induction year special education teachers in the state of Minnesota for the 2013/2014 school year. These findings are not consistent with previous research on the attrition rates of beginning special education teachers and could be unique to this study. The response rate of ten percent may not have included teachers who were not satisfied with their special education teaching positions. Further research in this geographic are is warranted to determine if these results are consistent within the state of Minnesota and in other geographic areas. The study found correlations between the frequency and effectiveness of the forms and content of mentoring assistance. The findings from the study showed weak correlations between the importance of seventeen mentor characteristics and the extent they were exhibited. The results for this study suggest a need for further mentor training in the areas of content and forms of assistance, and mentor characteristics.

Download or read book Creating Conditions for Growth written by Renée E. Thompson and published by Lexington Books. This book was released on 2018-09-15 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the critical role that teachers play in supporting at-risk student populations to stay in school and successfully complete their graduation requirements. Thompson addresses how high schools may support marginal students in achieving success by the implementation of teacher self-efficacy and a positive classroom environment. The study identifies ways in which administrators at all levels can support teacher’s professional development and student success through reinforced accountability and consistency. The study also addresses how to grow and strengthen students to not only to stay in the traditional school setting, but to ensure the process will prepare students to be academically, socially, and emotionally ready for college and a career. Fostering this environment requires collaboration and teamwork from teachers, administrators, and parents. Students will demonstrate academic achievement when the school environment is positive, equitable, safe and rigorous.

Download or read book Investigating the Development of Mentors Self efficacy and Transformation as They Support New Teachers written by Anna Mary Walthall Smith and published by . This book was released on 2018 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: New teachers leave the profession when they do not feel supported by their local schools and when the challenges of teaching outweigh the rewards. Mentor and induction programs intend to provide new teachers with necessary support to encourage new teachers' growth and retention; however, frequently, these programs fall short in meeting the expected outcomes. As a result, new teachers receive sporadic and surface level supports throughout the year which do not increase their success nor their retention. United Public Schools lost approximately 10% of its teachers last year which resulted in the hiring of over 1,200 new teachers either new to the field of education or new to the district. Local schools provide mentor and induction programs to these teachers which produce varying results. The district's Professional Learning department offers to partner with interested schools to develop teacher leaders serving as Lead Mentors through ongoing pr1ofessional development and implementation support in an effort to strengthen the supports new teachers receive. At the beginning of the study, only 35% of local schools participated in the mentor development program. A group of committed stakeholders formed an action research team to investigate mentor development and determine effective scaffolds to support the implementation process. In addition, the team desired to examine how to utilize action research as a process for addressing problems within the organization. Three research questions guided the study: 1. How does the district's mentor development program impact mentors' beliefs and improve mentors' self-efficacy? 2. What is the relationship between mentors' support and new teachers' perceptions of their mentors' support? 3. What does the action research team learn about investigating problems within the organization as they collaboratively develop and implement the mentor development program? The action research process supported the team in addressing an organizational challenge, and the findings revealed the need for mentors to receive ongoing professional learning and implementation support for providing instructional supports to new teachers. Also, the study revealed the individualized nature of the mentors' transformation as they participated in the program and experienced changes in their self-efficacy and beliefs about mentoring.

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 Mentoring in South Carolina written by Laura P. Jones and published by . This book was released on 1997 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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