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 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 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 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.
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 Mentors in the Making written by Betty Achinstein and published by Teachers College Press. This book was released on 2006 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to a growing interest in mentoring and new teacher induction, the authors offer a unique view of developing quality mentors. Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource: Argues that mentors are not born, but developed through conscious, deliberate, ongoing learning; Provides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring; Documents induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator's role in reforming school culture; Highlights problems and complexities of enacting mentor knowledge and learning in diverse contexts.
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 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 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 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 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 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 Do You See what I See written by LaJerne Terry Cornish and published by . This book was released on 2005 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of the Mentor Teacher in Developing Beginning Classroom Teachers written by Clayrine Morgan Brown and published by . This book was released on 1990 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Quality Mentoring for Novice Teachers written by Sandra J. Odell and published by R&L Education. This book was released on 2004-11-10 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This survey of best practices is extremely useful to those charged with setting up state and local mentoring programs and provides a logical framework to convince policy makers to support teacher-induction programs. Case studies and discussion questions make this a valuable textbook for teacher education courses and tool for faculty in the school setting.
Download or read book Mentoring in Action Guiding Sharing and Reflecting With Novice Teachers written by Carol Pelletier Radford and published by Corwin Press. This book was released on 2016-06-24 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: The support you need for mindful mentoring and sustainable teacher success! Learn effective mentoring principles you can use as you guide novice teachers through their first years. This practical guide emphasizes a unique approach: mindful mentoring that aligns your mentoring conversations to teaching standards to more systematically prepare novice teachers for their teacher evaluation. You’ll learn how to: Plan mentoring conversations and observations Prevent teacher burnout by sharing social and emotional learning skills Integrate the updated INTASC Standards into mentoring conversations This updated edition provides a robust companion website featuring videos, downloadable forms, and a digital Mentor Planning Guide and Journal for reflection. Use with The First Years Matter, the companion guide for novice teachers!
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.
