Download or read book An Evaluation of Perceptions of a Mentoring Program of Beginning Teachers in a Rural East Tennessee Secondary School written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers, especially beginning teachers, continue a trend of leaving the profession at alarming rates within the first 5 years resulting in excessive costs to school systems and diminished instructional quality. Some programs, however, have shown impressive results. The purpose of this qualitative study, using an emerging interview process, was to examine the perceptions of beginning teachers in their 1st or 2nd year and those of veteran 3- to 5-year teachers regarding the effectiveness of mentoring and other guidance they received as beginning teachers in a secondary school and to understand their vision of how mentoring should be structured for beginning teachers. Specifically, the study addressed satisfaction with 1st year experiences specially designed to support the personal and professional well-being of beginning teachers. The study included 8 beginning teachers, 7 of whom had received mentoring in their first year of teaching and 1 who had received no mentoring and 13 veteran teachers, 7 of whom had received mentoring in their first year of teaching and 6 who had received no mentoring. The study was conducted in a secondary school in rural East Tennessee. Findings of the study are congruent with the literature in terms of perceptions of both beginning and veteran teachers regarding effectiveness of their mentoring experiences and recommendations for enhancing mentoring programs. Most beginning and veteran teachers indicated that mentoring could be helpful given certain conditions such as motivational support, encouraging communication, routine guidance in day-to-day school operations and mentor/mentee compatibility. Some said they felt that their own mentoring experiences actually helped them to remain in the profession. However, obstacles to effective mentoring such as lack of adequate time, lack of physical mentor/mentee proximity, lack of mentor interest in the process, and lack of mentoring skills were identified. Recommendations of beginning and veteran.
Download or read book An Evaluation of Novice Teachers Perceptions of the Mentoring Experience in Knox County Schools written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new teachers entering school systems. School administrators across the state of Tennessee realize that there is a significant number of beginning teachers who are leaving the teaching profession within the first 3 to 5 years of their teaching careers. Beginning teachers are being surveyed to determine why many leave the profession. After gathering input from beginning teachers across Tennessee, school officials began to develop teacher mentoring programs designed to retain beginning teachers. The purpose of this quantitative study is to evaluate the effectiveness of the Knox County Schools systemâs teacher mentoring program, New Teacher Induction (NTI), for beginning teachers. The participants in this study were novice teachers (with 1 to 3 years of teaching experience). Two hundred novice teachers were invited to participate. Thirty-eight (19%) participants responded to the first survey. Efforts were made to increase the response rate through reminder emails. Reminders emails were sent 3 times. Hard copies of the participant letter and survey instrument were mailed to the novice teacher group during the 2nd data collection to increase the participant responses. Thirty-one responses were collected during the second data collection. Sixty-nine (34%) teachers participated in this study. Findings of the study are congruent with the literature in terms of perceptions of beginning teachers regarding the effectiveness of their mentoring experience and recommendations for enhancing mentoring programs. Most of the novice teachers indicated that their mentoring experience was successful. Many of the novice teachers also said that they attribute their decision to return to their school the following year to their successful mentoring experience.
Download or read book Perceptions of Mentors and New Teachers A Case Study of a Mentoring Program in Northeast Tennessee written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated in this study. There were 20 participants in this case study. The study was conducted in the Johnson City School System. This qualitative case study was conducted by interviewing 20 participants in the mentoring program. Eleven mentor teachers and 9 new teachers were chosen through purposeful sampling. A list of possible participants was obtained from the Johnson City Schools Central Office and an email was sent to possible participants explaining the nature of the study. Participants signed an Informed Consent Form (Appendix D) and an interview guide was used (Appendix A). Probes, an interview technique that allows the interviewer to delve deeper following an intervieweeâs response was used to gain a richer understanding of the respondentsâ views (Merriam, 1998). During data analysis, 8 themes were identified as having positive or negative results of the mentoring process. These themes were: (a) relationships, (b) common planning time, (c) similar personality styles, (d) teaching practices, (e) program structure, (f) support system, (g) classroom organization and management, and (h) equal learning opportunities. 3 Based on the research the following conclusions were presented. Mentoring programs are an important part of teacher induction. Positive relationships are critical to fostering successful mentoring teams. Common planning is essential to maximize the mentoring process. Strong support systems assist mentors and new teachers. Mentoring is an important component of successful transitions into a new school. Recommendations for enhancing the mentoring program included the following: 1. To have a long-term study that tracks the progress of new teachers over a 3-year period. 2. To include administration as a part of the initial training program study. 3. To compare and contrast the difference between first career new.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 554 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 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of a Mentor Program for the Induction of Beginning Vocational Agriculture Teachers in Rural Schools written by Jerry Kay Simon and published by . This book was released on 1991 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentoring Programs for New Teachers written by Susan Villani and published by Corwin Press. This book was released on 2002 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foreword by Charlotte Danielson All the information administrators and teacher leaders need to get started on the right mentoring model! The value of mentoring programs for teacher training and retention is widely recognized . . . but which program should you choose for your school or LEA′s unique mix of teachers and goals? And how should you begin? Mentoring expert Susan Villani offers a number of ways in which schools, teacher associations, institutions of higher education, educational collaboratives, and state departments of education can support teachers with the right mentoring program at the right time. Topics include: - Inducting new teachers - Continuing professional development programme design - District-funded programmes - Peer Assistance and Review programmes - State-funded programmes - Grant- and alternative-funded programs . . . all presented in a straightforward and accessible style. Mentoring Programs for New Teachers is a great first step in establishing a mentoring program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!
Download or read book How Do We Keep Them on the Farm Mentor Perceptions of a Beginning Teacher Mentoring Program in a Rural School District in Maryland written by Richard Warren (Jr) and published by . This book was released on 2018 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Novice Educator Perceptions of the Influences of a New Teacher Mentoring Program in a Hard to Staff School written by Jennifer Lee Vaughan and published by . This book was released on 2017 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Supporting and retaining new teachers is an ever-growing challenge faced by school districts across the nation (Anhorn, 2008; Ingersoll & Strong, 2011; Lieberman, Saxl, & Miles, 1988; Lorti, 1975). One way that many schools approach this opportunity to support new teachers is through teacher mentoring programs (Goldrick, 2016; Gray & Gray, 1985; Moody, 2009; Strong & Baron, 2004). As school leaders implement mentoring programs, it is important to know whether the programs are meeting their stated goals (Stufflebeam & Shinkfield, 2007). The purpose of this program evaluation was to look at the perceived influence of a teacher mentoring program upon novice educators within a single hard-to-staff school in an urban neighborhood within a school district in Virginia. Specifically, 10 novice educators were interviewed regarding the influence of the various components and activities of a mentoring program upon their teacher self-efficacy as well as upon their plans for continuing to teach within that school. Interview data revealed teachers felt supported by mentors but the changes in practice and in their own self-efficacy occurred when they observed peers who successfully managed classroom discipline or when they applied strategies learned through induction programs. Interviews also revealed that a mentoring program had little impact upon new teachers’ decisions to remain at a particular school or in a specific school district. Recommendations include ensuring that all new educators—including late hires—receive a mentor, strongly recommending opportunities for peer observations, targeting hard to staff school mentors with coaching and additional training, and providing earlier and more varieties of training opportunities for new teachers in classroom management.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating the Helpfulness of a Teacher mentoring Program written by Eric J. Vogt and published by . This book was released on 2004 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentor Perceptions in Urban Middle Schools written by Karen Boyd and published by . This book was released on 2009 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research supports the use of mentoring programs and induction assistance for retaining quality teachers and easing beginning teachers' transition into the teaching profession. Over the last three decades researchers have looked at the varying levels of the mentoring process. However, few studies have explored the perceptions of the teacher mentors serving in those roles. This qualitative case study was designed to take an in-depth look at the perceptions of teacher mentors working with first year teachers at the middle school level. The research questions that guided this study were designed to determine how experienced teachers serving as mentors describe their experiences and what are the best, most needed or most helpful mentoring practices. The fifteen study participants taught at the middle school level in a suburban school district in North Carolina. The primary methods of collecting information for this study were one-on-one interviews, surveys, and focus group interviews, which allowed for a comprehensive perspective and a crosscheck of information. After a detailed analysis five distinct themes that emerged from the data were: (a) the qualities of the mentor and mentee relationship; (b) willing helper; (c) personal growth for the mentors; (d) support provider; and (e) advocate. The themes were interrelated which led to the factors that are necessary to create an optimal mentoring situation. The findings from this study revealed that mentors must create a positive relationship that is built on trust and respect with the mentee in order to combat the many challenges that occur during the first year of teaching. The experienced teacher must have a desire to help in order to create the optimal conditions be an effective mentor and provide the personal and professional support that many first year teachers need. The role of the mentor extends beyond the one-on-one relationship with the mentee. The mentor serves as an advocate for mentoring by promoting its importance to school and district leaders which in return will hopefully invoke changes in the recruitment, training, and evaluation of the mentoring program."--Abstract from author supplied metadata.
Download or read book The Best Mentoring Experience written by Sharon A. Kortman and published by Kendall Hunt. This book was released on 2006-10 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: A guide for mentors of beginning educators.
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 Perceived Effectiveness of Beginning a Teacher Mentoring Program in Central Virginia written by Toni M. Flanagan and published by . This book was released on 2006 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive study examined the perceived effectiveness of a beginning teacher mentoring program in a public school district in Central Virginia. A total of 87 participants, including beginning teachers, new-to-district teachers, mentor teachers, and administrators were surveyed about the perceived effectiveness of the teacher mentoring program and general demographic information. Results from the study indicated that the teachers and administrators surveyed had overall positive perceptions of the effectiveness of the beginning teacher mentoring program in their school district.
