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 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 Induction Year Special Education Teachers written by Susan D. Whitaker and published by . This book was released on 1999 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Addressing Novice Teacher Retention in Special Education written by Susan Marie Potts-Datema and published by . This book was released on 2019 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education teachers leave the field at rates higher than other teachers, with the highest rates demonstrated by beginning special education teachers (Boe, Cook & Sunderland, 2008; Jones, Youngs, & Frank, 2013; White & Mason, 2006). This high turnover rate requires school systems to invest significant amounts of time, energy, and resources into the continual retraining of special education teachers (Thornton et al., 2007). Increasing novice special education teacher self-efficacy may be one way of improving teacher performance, resilience, and willingness to remain in the field (Ruble, Usher & McGrew, 2011). This mixed-method action research study examined the influence an induction and mentoring program may have on self-efficacy levels of novice special education teachers, which may, in turn, led to higher rates of desired special education teacher retention. The action research team also explored components of mentor support and training that may influence the development of increased teacher self-efficacy in novice special education teachers. Findings indicated that special education mentor teachers provide a significant amount of support to new special education teachers, including modeling instruction, observing instruction and providing immediate feedback, supporting the implementation of effective instructional strategies, supporting behavior management, and offering encouragement and moral support. As a result of this mentoring support, new special education teachers adjust their classroom practices in the areas of providing instruction, behavior management, teaching district standards, and reflection. While mentoring provides benefits to new special education teachers, many new special education teachers continue to feel overwhelmed. Special education mentor teachers highly valued ongoing face-to-face training that targeted effective mentoring skills, best instructional practices for students with disabilities, and included dedicated time to collaborate with other special education mentors. Special education mentors require ongoing support to continue successfully navigating the challenges of being a special educator as they support new teachers, especially in the areas of managing job demands, role confusion, and navigating relationships with general education colleagues.

Download or read book Factors that Affect Perceived Mentor Effectiveness and Teacher Retention Among Beginning Secondary Music Educators in the State of Michigan written by Samuel David McIlhagga and published by . This book was released on 2006 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Special Education Teacher Retention written by Angela Horrison-Collier and published by . This book was released on 2013 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The causes of the teacher shortage are complex; however, the retention of special education teachers is a significant contributor to this shortage. Some research has indicated that up to 9.3 % of special education teachers leave the field at the end of their first year of teaching and 7.4 % move to general education yearly. Therefore, school districts face a continuous cycle of recruitment, hiring, and induction. Because of the pivotal value of retention, school districts and site level education leaders must take proactive steps to reduce the retention rate. The research on teacher retention indicates factors such as salary, support; mentoring, responsive induction programs, deliberate role design, positive work conditions, and professional development positively affect retention. This mixed methods was an examination of data from the 2007-Georgia Teacher Survey (Department of Research and Evaluation at the Georgia Professional Standards Commission) to establish a link between mentoring, job satisfaction, and the retention of special education teachers. Logistic regression analysis was used to evaluate the influence of mentoring and job satisfaction on the outcome variable of interest, teacher retention. A sociocultural frame work was used draw the following conclusions: mentoring is most effective when it provides opportunities in the learning community for mentors and mentees to meet and share ideas with colleagues in a similar content area; relationships and support is the ultimate determining factor regarding intent; mentoring and job satisfaction can impact the intent to remain in the profession based on race, gender, and number of years teaching, for special education teachers.

Download or read book Mentoring New Special Education Teachers written by Mary Lou Duffy and published by Corwin Press. This book was released on 2005 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This field-tested guide provides everything you need to effectively support and mentor your special education teachers, increase their job satisfaction, and keep your retention rates high!

Download or read book Mentor and Mentee Perceptions of the Importance and Effectiveness of Mentor Support written by Cenira Holcomb and published by . This book was released on 2006 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Obtaining Institutional Review Board approval, the researcher contacted middle school principals to attain administrative support for the study. Novice and mentor middle school teachers alike were then contacted via postal mail requesting their participation. Concerted efforts were made to secure mentor---mentee participation.

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 An Examination of the Perceived Relationship Between the Mentoring and Induction Program and the Professional Development of First year Teachers written by Maribeth S. Carlini and published by . This book was released on 2011 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Illinois Association of Deans of Public Colleges of Education surveys all first-year teachers that graduated with an education degree from twelve public colleges in the State of Illinois. For the past five years, Illinois State University has participated in this survey. Using this data, the researcher extracted certain questions from the survey to explore the effectiveness of mentoring and induction.

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 Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentorship of Special Educators written by Jennifer Booker Madigan and published by Corwin Press. This book was released on 2012 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides coverage of the fundamentals of mentoring, mentor support for core responsibilities of special educators such as planning and conducting IEP meetings, as well as how mentors help special education teachers assume emerging responsibilities in inclusive schools, for example, implementing RTI and Positive Behavior Support Plans.

Download or read book The Effects of Mentoring on the Elementary Special Education Mentor written by Maria Angeliadis and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Increasingly, mentor programs are being developed in teacher education programs to assist novice teachers. The focus in most of the literature on mentoring is on the new teacher being mentored. While the mentor teacher appears to be the most crucial element in mentoring programs (Feinman-Nemser, 1992; Little, 1990; White, 1995), there is not much information about how a teacher experiences being a mentor or the perceived benefits to a mentor. The purpose of this present study was to examine the effects of mentoring on mentors in order to: (a) address the gap in the literature by exploring the effects of mentoring on the mentor, (b) inform the mentoring and mentor training process and (c) examine the effects of mentoring on mentors. To meet these purposes, six mentors in a southeastern county in Florida were interviewed using Seidman's, (1998) protocol. The analysis of the interview data revealed that the mentors felt strongly about the benefits derived from being a mentor. They believed they were a vital part of their school environment. The major theme throughout the data showed that the reason these teachers chose to become mentors was because they wanted to help. Their desire to help new teachers came from either not having a mentor themselves or having been inspired by other mentors. They saw mentoring as their opportunity to help new teachers be successful in their first year as teachers.

Download or read book What Every Special Educator Must Know written by Council for Exceptional Children and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC). Section 1 provides CEC's Code of Ethics and Standards for Professional Practice for Special Education. Section 2 presents CEC's International Standards for Entry into Professional Practice and for Continuing Professional Growth. It contains a curriculum-referenced licensing and program accreditation framework recommended for licensing of entry-level professionals in special education. Guidelines for mentoring and for continuing practice in the profession are also included. Section 3 contains the knowledge and skill standards that special education preparation programs use for developing and evaluating their programs and that CEC uses for the national accreditation process. The last section contains the profession's Knowledge and Skill Standards. Skill standards are also included for paraeducators, career/transition specialists, educational diagnosticians, and special education administrators. Appendices include summaries of the history of special education and professional standards, and a self-evaluation instrument designed for use by students of special education to evaluate their progress in learning knowledge and skills. (CR)

Download or read book Mentoring for Novice Elementary School Teachers written by Karla Deneen Potts and published by . This book was released on 2007 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: This applied dissertation was designed to examine the influence of a mentoring program on novice elementary school teachers in several suburban elementary schools in the Tidewater area of southeastern Virginia. The purpose of this study was to examine the relationship between mentoring programs and the attrition and retention rates of novice teachers. The writer organized the study around four research questions: 1. How effective are mentoring programs in decreasing teacher attrition and increasing teacher retention rates? 2. How does being involved in a mentoring program influence the novice teacher's decision to remain in the profession? 3. Do novice teachers believe that they receive the needed support during their 1st year of teaching? 4. How important is the role of the mentor to the novice teacher? Evaluation and nonexperimental research methods were used in this study. Cross-sectional surveys that used Likert scales and written responses were mailed to the participating schools. Self-addressed, stamped envelopes for return to the researcher accompanied the surveys. Descriptive statistics were also used in reporting the data that were obtained from the surveys. The results of the surveys revealed that novices who participated in mentoring programs were influenced to remain in the teaching profession. These results may prove beneficial to school districts in improving the mentoring programs they have in place. Appendices include: (1) Principal Response Form; (2) Survey; and (3) Schedule of Novice-Mentor In-Service Meetings.