Download or read book The Relationship of Mentoring to Teacher Retention as Perceived by Current Practitioners in South Mississippi Public Schools written by Linda Jean Lewis Smith and published by . This book was released on 2007 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 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 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 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 Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Best Practices in Mentoring for Teacher and Leader Development written by Linda J. Searby and published by IAP. This book was released on 2015-10-01 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO

Download or read book Dimensions in Mentoring written by Susan Myers and published by Springer Science & Business Media. This book was released on 2012-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.

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 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 SAGE Handbook of Mentoring and Coaching in Education written by Sarah Fletcher and published by SAGE. This book was released on 2012-02-14 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt: The knowledge base about mentoring and coaching in education has grown considerably worldwide in the last decade. The very many definitions of mentoring and coaching demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to learning. This Handbook is a leading source of ideas and information. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, this handbook maps current knowledge and understanding, values and skills underpinning educational mentoring and coaching for learning. Contributors who are leading scholars and practitioners address issues of theory and practice in school, higher education, and other educational contexts, and they set out practical applications of coaching and mentoring for practitioners and researchers. Contributors also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning. The SAGE Handbook of Mentoring and Coaching in Education is an essential reference for practitioners, researchers, educators, and policymakers. Dr Sarah J Fletcher is an international Educational Research Mentoring and Coaching Consultant and she convenes the Mentoring and Coaching SIG for the British Educational Research Association. Carol A Mullen is Professor and Chair, Educational Leadership and Cultural Foundations Department, at The University of North Carolina at Greensboro, North Carolina, USA.

Download or read book The Perceived Impact of Mentoring on Teacher Mentors Within a University school District Teacher Mentor Partnership Program written by Gregory Blalock and published by . This book was released on 2008 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Retaining High Quality Teachers Through Mentorship and Support written by Bryan T. Taulton and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States. When teachers depart from the profession so quickly, educational systems become destabilized in their ability to provide students with high quality teaching and learning experiences. The principal's role in implementing a formal campus mentorship program and conscientiously supporting beginning teachers has been found to significantly increase teacher retention. This study applied a mixed methods approach to explore the impact that campus beginning teacher mentorship programs and supportive school leadership practices have on teacher retention. Through utilizing perception based data collection instruments that yielded numerical generalizations and invaluable qualitative insight, the results of this study documented and highlighted the influential factors and pivotal role that campus principals play in teacher retention. Beginning teachers report feeling disillusioned and unfulfilled shortly after entering the profession, and formal mentoring programs provide beginning teachers with the supportive network necessary to withstand the inevitable new teacher challenges.

Download or read book Teacher perceptions of mentoring effectiveness and teacher retention in ACSI southeast region schools written by Roger Lee Weaver and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: