Download or read book The Possible Effects of Mentoring on Second Career Teacher Perceptions written by Carol A. Lopez and published by . This book was released on 2017 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second Career Teachers. The teachers' perception of this aspect of their professional career was studied. The practice has been that school district administration assigns new teachers a mentor to support them in their success. They will be following an Induction Plan created by the district. This study takes into account the value of teachers coming into the teaching field after having been in one or more previous careers. Considerable challenge awaits the Second Career teacher as the states adopt rigorous Common Core Standards and standardized testing becomes required for graduation. The mentoring experience is meant to provide support that may be needed to help teachers be successful. The development of this perception as an effective teacher is rooted in Social Cognitive Theory (Bandura, 1986). Their competitive workplace is the site of this support. Therefore, William Glasser's Control Theory, in conjunction with W. Edwards Deming's Quality Control Theory (1950), could be applied for efficient teaching and learning to take place. While lead-managers or administration may act differently in the school environment, school environments and school cultures can also be very competitive. Both Bandura's Social Cognitive Theory (1986) and Glasser's Control Theory and Deming's Quality Control Theory (1950) informed this study. Second Career research and my own experience as a teacher and administrator yielded five assumptions. These assumptions informed the interview protocol. Research data were gathered from eight high school Second Career teachers during two interview sessions. Themes became evident from the overlapping data. Recommendations are given for both school administration and those educators who develop district Induction Plans. Implications for further research of Second Career teachers' perceptions of their mentor experience is offered.

Download or read book The Impact of District assigned Mentors on Early to Mid career Teachers written by Elizabeth A. Burkhart and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is limited research regarding the impact of district-assigned mentors on a teacher's instructional practice, self-efficacy, and professionalism throughout their career. The purpose of this study was to examine the impact that district-assigned mentors have on teachers' instructional practice, self-efficacy, and professionalism as perceived by early to mid-career teachers. Using a qualitative research design that was based on a constructivist approach, this study explored ways in which early to mid-career teachers used their experience with their district-assigned mentor to shape their instructional practice, self-efficacy, and professionalism. Data were collected through the use of a survey and personal interviews that provided demographic information and participant perceptions on the experience with their district-assigned mentor from early to mid-career teachers across four public school districts in southeastern Pennsylvania. The data collected through the study indicated that early to mid-career teachers believed that district-assigned mentors positively shaped their instructional practices, self-efficacy, and professionalism. The experience allowed teachers to build a relationship which positively impacted their overall teaching practice.

Download or read book Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention written by Jane E. Briggs and published by . This book was released on 2008 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The importance of supporting new career and technical education teachers has been emphasized as a component of any induction program designed to improve teacher excellence, teacher retention, and ultimately, student achievement. Limited research has been done recently in how best to prepare, mentor, and retain career and technical education teachers who enter the teaching profession through alternative-licensure programs such as Ohio's licensure program. The problem of insufficient information in the literature regarding alternative-licensed career and technical education teachers' perceptions of their preparation to teach as evidenced through university coursework and clinical experiences as well as perceptions of their mentoring programs and activities was the central focus of this descriptive, follow-up research study. Alternative-licensed career and technical education teachers were surveyed regarding their perceptions of the teacher licensure coursework taken between 1995 and 2006 at The Ohio State University. In addition, participants were surveyed concerning their perceptions of mentoring activities and programs in which they participated in the early stages of their teaching careers. As a part of the study, the employment status of the alternative-licensed teachers was also determined to see if those who obtained licensure were working in the field and planning to keep their teaching or education-related positions. Recommendations from the study included the need for mentors to be screened, assigned during the first year even to those teachers hired late, and well trained as to their role, expectations, listening ability, and willingness to give time to the new teacher. Secondly, mentors for alternative-licensed career and technical education teachers need to match with their mentees in content knowledge. Third is the need to avoid duplication of university coursework and mentoring content. Fourth, this study showed that two-thirds of all mentoring programs were being designed either fully or partially in-house, with program content variations by school district. Additional work to design a more research-based, systematic mentoring program for these teachers would be beneficial. Further research needs to be completed on characteristics of successful alternative-licensed career and technical education teacher mentors and on the development of an updated induction model for alternative-licensed teachers and their unique professional development needs.

Download or read book Effects of Mentoring on Student Teacher s Perceived Learning Outcomes written by Femke Gerretzen and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring conversations are a common aspect of teacher education. This book assesses to what extent the mentor's approach and the student teacher's relationship with his mentor influence the perception of learning in these conversations. The focus is on the student teacher's perceived learning outcomes by measuring his perceived knowledge productivity. In a comparative case-based design 12 couples of student teachers and their mentors are compared. The results show that the mentor's approach in the mentoring conversation does not significantly influence the student teacher's perceived knowledge productivity and that student teachers who have a positive relationship with their mentor have higher perceived knowledge productivity. The findings of this book indicate that the relationship between student teacher and mentor influences the student teacher's perceived learning outcomes. The book is of interest to teacher educators and educational researchers.

Download or read book Selected Perceptions of Second Career Novice Teachers written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to gain insight into the perceptions that second career novice teachers have about their preservice training and their preparedness for taking on the challenges of teaching during their first semester as "real" teachers. Through an increased understanding of novice teachers' perceptions and experiences, teacher educators may be better equipped to structure preservice learning that is both relevant and meaningful for teacher education candidates. Four second career novice teachers were involved in this study that spanned the first semester of teaching after their graduation from a fifteen-month alternative program. Qualitative methods of data collection included individual interviews, journal entries, and paired interviews. Constant comparative and analytic induction designs were used for the analysis of data collected in this research study. Research questions addressed included: 1) Why did these second career novice teachers choose to change directions in their career paths and pursue teaching? 2) What experiences did they find were the most beneficial (or most obstructive) in preparing them to become teachers? 3) What challenges did they face in their first six months of teaching? 4) In what ways did they learn to define themselves as teachers? 5) What can be learned from this research that will inform the way potential teachers are recruited and trained? Findings from the data analysis revealed the following similarities across participants: 1) Teaching was selected as a career choice because participants wanted to "make a difference" in other people's lives. 2) Prior life and work experiences positively impacted the ability of participants to transition into teaching as a career. 3) Challenges in their first six months of teaching included working conditions, mentoring, and preconceptions versus the realities of teaching. 4) Novice teachers moved rapidly toward teacher identity and in identifying teaching concerns from self to task and impact. 5) Implications for teacher education programs include choosing appropriate grade-level placements for interns, establishing mentoring relationships with cooperating teachers, and creating a forum for ongoing dialogue among teacher educators, novice teachers, and school system administrators and teachers.

Download or read book New Teacher Mentoring written by Ellen Moir and published by . This book was released on 2009 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this practical yet visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests--and doesn't--about the power of well-designed mentoring programs to shape teacher and student outcomes. They set forth the principles of high-quality instructional mentoring and describe the elements of a rigorous professional development program. Detailed case studies show how these principles can be applied at the district level and highlight the opportunities and challenges involved in implementing these programs in different contexts. This book makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared, aligned understanding of high-quality teaching. "One of the biggest challenges facing educational leaders today is finding strategies to keep our best and brightest teachers in our nation's classrooms. Mentoring new and veteran teachers is critical to meeting that challenge. New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness is a must read for educators who are serious about transforming America's classrooms." -- Beverly L. Hall, superintendent, Atlanta Public Schools and 2009 National Superintendent of the Year "A combination of theory and practice makes this book particularly useful to educators who are responsible for the success of new teachers. The wisdom, experience, and dedication of the authors ensures that the field has a book that will endure as a valued resource for decades." -- Stephanie Hirsh, executive director, National Staff Development Council "Ellen Moir and her colleagues are world leaders in teacher mentoring. Tens of thousands of children and young people would be far worse off had it not been for the significantly better classrooms that their well-mentored teachers have created. Moir and all those at the New Teacher Center know how to do mentoring, how to improve mentoring, and how to achieve all this on an immense scale. Here, they show just how well they can write about mentoring too. If you are a teacher or want to help one, then read this book! Its rigorous, evidence-based analysis and riveting prose will inspire you, inform you, and spur you on to do even greater things for your own and other teachers' students." -- Andy Hargreaves, Brennan Chair in Education, Boston College Ellen Moir is founder and executive director of the New Teacher Center. Dara Barlin is the associate director of policy for the New Teacher Center. Janet Gless is associate director of the New Teacher Center. Jan Miles is northwest regional director at the New Teacher Center.

Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

Download or read book Differentiated Supervision written by Allan A. Glatthorn and published by Association for Supervision & Curriculum Development. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their professional development, working in collaborative teams or opting for a self-directed approach. This book describes a model of differentiated supervision and offers suggestions for its implementation. Chapter 1 presents a rationale for differentiated supervision and briefly describes its components. Chapter 2 explains the foundation elements needed by all teachers to make the model work effectively. The third chapter describes processes for fostering the learning-centered classroom, with a focus on learning outcomes. Chapters 4 through 6 explain how each of the following developmental options works: providing intensive development; fostering cooperative professional development; and facilitating self-directed development. The seventh chapter focuses on the evaluative options in a differentiated system, which distinguishes between two types of evaluation--intensive evaluation and standard evaluation. The final chapter offers suggestions for developing local models appropriate to an individual district's needs and resources. Contains 11 figures and an appendix listing schools using the differentiated model. References accompany each chapter. (LMI)

Download or read book Where Does Mentoring Matter Most Teachers Perceptions of Being Mentored During Their First Year of Teaching and the Correlation of Those Perceptions with Job Satisfaction Among Economically Diverse Schools written by Zachary Boyt and published by . This book was released on 2020 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this quantitative study, the researcher explored the relationships between new teacher mentoring and job satisfaction. Although many studies have been conducted on the link between new teacher mentoring and job satisfaction, there exists little research on whether or not there are specific mentoring activities that correlate more strongly with job satisfaction. In addition to filling that gap in the research, this study examined the extent to which job satisfaction is correlated with both mentoring activities and the mentoring relationship. Over 600 teachers across nine districts plus a regional center on Long Island were surveyed. The schools surveyed had varying percentages of economically disadvantaged students.Using both Seligman's (1972) theory of learned helplessness and Ingersoll and Strong's (2011) theory of teacher development as frameworks, this study developed an understanding of the frequency of specific activities in which mentors and mentees engage and if said activities correlate with job satisfaction. The results in this study indicated few significant differences in mentor-mentee activities across varying degrees of economically disadvantaged schools. Moreover, the study found that the following three activities had the strongest correlation with job satisfaction among early-career teachers: understanding the school's evaluation process, time management, and understanding of curriculum. Finally, it was determined that, in general, the strength of the mentor-mentee relationship is more strongly correlated with job satisfaction than any of the specific activities in which mentors and mentees engage. The results could help inform both mentors and trainers of mentors, and the recommendations that were made are intended to build confidence and optimism in new teachers, thus potentially leading to higher teacher retention, and, ultimately, improved student outcomes.

Download or read book Master Teacher Perceptions on the Impact Mentoring Programs Have on Teacher Retention written by Rose Michelle Zuniga and published by . This book was released on 2020 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Beginning Teachers Perceptions of Mentoring written by Kara Mowrey and published by . This book was released on 2006 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentoring Beginning Second Language Teachers written by Kristina Kastelan-Sikora and published by . This book was released on 2013 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's beginning teachers are confronted with a variety of challenges and issues as they develop their professional identities. Their needs and challenges in specific subject areas are further misunderstood or unrecognized. This qualitative research study focuses on the perceptions and expectations of mentoring as lived by three triads within an ATA local mentorship program. Beginning second language teachers, their Assistant Principals, and their off-site Mentor teachers were interviewed and offered responses to: challenges facing second language beginning teachers; how mentoring relationships contribute to a teacher's subject-area identity in second languages; how the perceptions and expectations of mentoring compare and contrast for beginning teachers, mentor teachers and assistant principals; and how challenges faced by second language teachers compare to those of other subject-area specialists. Participants reflected on their philosophy of mentorship and their expectations of being mentored or mentoring. Key findings revealed that beginning second language teachers felt they got as much mentorship as they could from a series of people, and it was up to them individually to learn what they were missing or needed on their own. These beginning teachers also expressed a desire to belong in their school and feel a part of a community, as well as have their subject area fully recognized. In contrast, mentors frequently did not recognize beginning second language teacher needs and therefore could not provide appropriate support. Mentors and Assistant Principals could benefit from knowledge about research on mentorship, needs of XXI Century beginning teachers, and specific needs of subject specialist teachers. Mentors and Assistant Principals in new positions or schools themselves may be more helpful to beginning teachers after they have settled in to their new responsibilities. The second language beginning teachers in this study purported experiencing the same challenges as subject specialist teachers of music, art, drama and physical education, including; classroom management; experiencing isolation; administrative support; and specialized subject advocacy. Recommendations for multiple stakeholders are offered for improvements to the mentorship program. Future research should focus on strategies for how to advocate in specialized subjects and how beginning teachers cope on their own to come to better understand marginalized subject-areas.

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 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 Perceived Effects of Participating in Mentoring Programs on the Professional Growth of Veteran Teachers written by Cynthia C. Whittaker and published by . This book was released on 2001 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Perceived Effects of Teacher Mentoring on Mentors and Mentees written by Leonard J. Jurkowski (Jr.) and published by . This book was released on 2011 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the effects of a 2009-2010 mentor training program implemented at the Harvest Valley School District (fictitious name), located in suburban Virginia serving approximately 13,000 students in grades pre K-12 and employs 2,048 full-time personnel. The study explored the perceived effects of the mentor training program on mentor and mentee teachers, with regards to the goals of the mentor training. Mentors and mentees were interviewed to allow them the opportunity to share their lived experiences during the 2009-2010 school year. The discussions held were an attempt to draw out the effects of the mentor training and to discover the most salient characteristic on mentoring for the mentors and mentees through the stories that each shared. Data were collected regarding the participants experiences centering on the goals of the mentor training program to evaluate the programs effectiveness. Data revealed both similarities and differences in mentor and mentee experiences with respect to the goals of the program. Three major themes centering on the following were discovered: role clarification, reflective practice, and adult learning. As a result of the findings, several recommendations were offered to improve the mentor training program. Ultimately, the recommendations could be incorporated into mentor training programs across the county.