Download or read book Elementary Teacher Mentoring in a Rural Georgia School System written by Sharon Renea Colson and published by . This book was released on 2007 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to explore beginning teachers beliefs on their mentoring programs and to explain their perspectives. Face-to-face interviews were conducted with three beginning teacher participants and three principal participants in a rural Georgia school system. Constant comparative analysis was used to collect, code, and analyze the data, which included interview responses and researchers memos. Mentoring programs were found to be supportive practices which involved the beginning teachers and mentors. Beginning teachers formed open, positive relationships with their mentors and interacted with them on a regular basis through their mentoring experiences in their respective schools. These interactions included the mentors providing support for the beginning teachers in the areas of curriculum, instruction, classroom management, and parent interactions. Personal and emotional support was also found to be an area in which beginning teachers received support. The relationships formed by the beginning teachers and their mentors and the outcomes of this study affected teacher 2 morale, teacher retention, classroom instruction, management, and teacher selfconfidence.
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 Comprehensive Mentoring Programs for New Teachers written by Susan Villani and published by Corwin Press. This book was released on 2009-06-17 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The author has done an excellent job of highlighting the key aspects of a comprehensive induction program and offers rich examples across urban, rural, and suburban setting. Anyone interested in developing induction programs that both support and accelerate beginning teacher development should read this book. —Ellen Moir, Executive Director New Teacher Center, University of California, Santa Cruz "State level policy makers can take a positive step forward by providing every district and school leader with a copy of this book. Expertly organized and written, Villani′s work provides answers to school leaders′ key questions regarding establishing a comprehensive induction/mentoring program. Readers will keep the book within reach as a most valued resource." —Stephanie Hirsch, Executive Director National Staff Development Council "A significant addition to the literature on mentoring in the education profession. This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice." —Gail Connelly, Executive Director National Association of Elementary School Principals "Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, this book addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Villani′s framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers." —Mary Forte Hayes, Executive Director Massachusetts Association for Supervision and Curriculum Development Establish a quality comprehensive mentoring program and improve teacher retention rates! This updated edition of Mentoring Programs for New Teachers outlines mentors′ roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find: Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level A list of 5 factors to consider when developing a comprehensive mentoring initiative A rubric based on seven components of comprehensive mentoring programs New material for supporting special education, math, and science teachers Resources to use in program development or revision
Download or read book Cultural Proficiency written by Randall B. Lindsey and published by Corwin Press. This book was released on 2009-06-24 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: This powerful third edition offers fresh approaches that enable school leaders to engage in effective interactions with students, educators, and the communities they serve.
Download or read book Implementation of the Georgia Mentor Teacher Program written by Janice Dohn Clay and published by . This book was released on 2002 with total page 189 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 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 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 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 Mentorship Perceptions of Women Principals in Rural South Georgia written by Gilda D. Rackley and published by . This book was released on 2014 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Currently there are low numbers of women serving in the role of principal, in part because those who seek or currently hold this position face a variety of barriers and challenges. One of the support systems that women can employ in dealing with these barriers and challenges is mentoring. The exploration of the perceptions of the mentoring of women principals in rural South Georgia schools served as the goal of this mixed-method study. The results provided data for examination of the perceptions the women principals had of their mentoring experience and how their role as principal may have been affected as a result of not having been mentored. Also, the mixed method design provided a means to explore how the mentoring experience for women principals can be improved. Results from a survey of 97 women principals provided insight into the perceptions of mentoring by both women who experienced mentoring and those who did not. In addition, simple random sampling identified 12 women to participate in the interview portion of the study. Both quantitative and qualitative data analysis indicated that, overall, mentoring is a beneficial experience for women principals. The findings also suggested that experiences varied depending on multiple elements. These elements included the gender of the mentor as well as whether the mentoring experience was informal or formal. These findings provide information that could be used to establish mentoring programs to support women principals in rural South Georgia schools. Finally, implications for educational leaders and recommendations for future research are provided.
Download or read book Mentoring Across Boundaries written by Jean Boreen and published by Stenhouse Publishers. This book was released on 2003 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for mentors, administrators, and teacher educators, Mentoring Across Boundaries builds on the foundations of the authors' previous book, Mentoring Beginning Teachers, to explore many of the specific issues that impact the mentoring relationship. While there are general mentoring strategies that apply to nearly all programs, the success of any individual mentoring situation is affected by the relationship between mentor and mentee, the school environment, the mentee's stage of career, and other influences. Among the issues the authors explore are: age, gender, and culture in the mentoring relationship; new teachers in urban or rural school environments; veteran teachers moving across buildings or into a new school; teachers working with at-risk students; mentoring "burned-out" teachers; self-mentoring; working with struggling teachers; mentoring through technology. The most recent report from the National Commission on Teacher and America's Future states that "The conventional wisdom is that we can't find enough good teachers. The truth is that we can't keep enough good teachers." Mentoring has proven one of the most effective ways to keep teachers in the field. With Mentoring Across Boundaries in hand, mentors and administrators will find the guidance they need to navigate many of the rough spots that have the potential to derail successful mentoring.
Download or read book STUDYING THE EFFECTIVE USE OF MENTOR SUPPORTS FOR BEGINNING TEACHERS IN A RURAL MIDDLE SCHOOL written by Kelsey M Ballard and published by . This book was released on 2021 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recruiting and retaining high quality teachers is vital to the success of public education (Darling-Hammond, 2003). In a small, rural North Carolina school district, it is consistently difficult to accomplish this important task. As a result, many school leaders resort to hiring teachers who do not have their teaching license and who did not complete a formal educator or teacher preparation program at a university. Such beginning teachers may be drastically unprepared to enter the profession. The aim of this study was to engage the school leaders and educators in a small, rural school district develop a common understanding and plan for supporting beginning teachers with the short-term goal of increasing teacher retention and a long-term goal of increasing student achievement. This study intends to provide insight on the following areas related to beginning teacher induction in rural school districts: preservice preparation changes, common challenges for beginning teachers, supports for beginning teachers and an idea of teacher support founded on the ideas of focus, collaboration and reflection. This study also was designed to develop the leadership capacity of the building principal, who was also the researcher. The researcher implemented the study and will share the knowledge gained, as it was, and it still being used, to improve the current beginning teacher induction program at this rural middle school.
Download or read book An Investigation of Teacher Induction and Mentoring Programs in a Rural School District in South Carolina written by Wanda N. McMichael and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Selection and Assignment of Georgia Teacher Support Specialists Mentors written by Nelda Rose Anvik Bishop and published by . This book was released on 1997 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Urban Teaching written by Lois Weiner and published by Teachers College Press. This book was released on 2016-02-19 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This significantly revised edition will help prospective and new city teachers navigate the realities of city teaching. Now the classic introduction to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive but to do their jobs well. The Third Edition melds new insights and perspectives from Daniel Jerome, New York City teacher, social justice activist, and parent of colour, with what Lois Weiner, a seasoned teacher educator has learned from research and decades of experience working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today's city schools.
Download or read book The Perceived Efficacy of a Proactive Mentor Program on Teacher Retention Rates in a Rural North Carolina County written by Richard Kevin Lancaster and published by . This book was released on 2002 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: First, second, and third year teachers from a small rural county in North Carolina responded to a survey that ranked their perceptions of the county's mentor program. Qualitative input from twelve new teachers was gathered as well to add depth to the study. Comparison studies were made based on years of experience that the new teacher had, lateral entry or initially certified, and their intent to stay in teaching or not. The new teachers gave their views on the quality of the mentor program in their district. All teachers gave their opinion on what type of assistance they believed should be provided to all first, second, and third year teachers. The study divided the perceptions of the mentor program into three different categories: structure of the mentor program, mentor/mentee relationship, and mentor assistance. The results of the study suggested that a mentor program is perceived to have a positive relationship to higher teacher retention rates. A structured mentor program, mentor-mentee compatibility, regular meetings and observations, and mentor training were key components of a good mentor program identified by the participants. The data from this study reflected the need for administrators to build a mentor program starting with a few select teachers who honestly want to help new teachers. New teachers believed that if the school district and the individual schools were committed to providing ongoing support to mentees, the schools would retain more teachers in the local classrooms.
Download or read book A Study of the Effectiveness of Mentor Roles in a Rural School District written by Ocheze Wosu Joseph and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
