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 The Perceived Effects of Teacher Mentoring on Mentors and Mentees written by Leonard J. Jurkowski (Jr.) and published by . This book was released on 2011 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the effects of a 2009-2010 mentor training program implemented at the Harvest Valley School District (fictitious name), located in suburban Virginia serving approximately 13,000 students in grades pre K-12 and employs 2,048 full-time personnel. The study explored the perceived effects of the mentor training program on mentor and mentee teachers, with regards to the goals of the mentor training. Mentors and mentees were interviewed to allow them the opportunity to share their lived experiences during the 2009-2010 school year. The discussions held were an attempt to draw out the effects of the mentor training and to discover the most salient characteristic on mentoring for the mentors and mentees through the stories that each shared. Data were collected regarding the participants experiences centering on the goals of the mentor training program to evaluate the programs effectiveness. Data revealed both similarities and differences in mentor and mentee experiences with respect to the goals of the program. Three major themes centering on the following were discovered: role clarification, reflective practice, and adult learning. As a result of the findings, several recommendations were offered to improve the mentor training program. Ultimately, the recommendations could be incorporated into mentor training programs across the county.
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 Mentoring as Collaboration written by Mary Ann Blank and published by Corwin Press. This book was released on 2008-07-08 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: School and district leaders will discover how to develop, assess, and sustain a collaborative, team-based mentoring program that helps retain new teachers and improve student achievement.
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 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 Developing an Effective Teacher Mentor Program written by Melvin P. Heller and published by . This book was released on 1991 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts considering a mentoring program need to consider four things: (1) the reasons for a teacher mentor program; (2) how to start such a program; (3) administrative support needed for a successful program; and (4) pitfalls to avoid. The reasons for having a mentor program are that it benefits the new teacher, the mentor, and the school. The new teacher's opportunities to exchange views with an experienced teacher is a distinct benefit to him/her. The mentor benefits also, however, because of the opportunity to share views, experiences, and strategies. The improved teaching that usually results is an asset to the school. Starting a program involves six stages: establishing a rationale, setting criteria for the selection of mentors, defining roles, inviting the mentors, training the mentors, and evaluating the program. To be successful, the program must have administrative support from the board of education, the superintendent, the central office staff, the teacher union, and the principal. As with any new program, anticipating problems can help to avoid them. Some pitfalls are: overdependence on the part of the protege, ego problems on the part of the mentor, and the evaluation dilemna arising from the mentor's dual role of confidant and evaluator. Mentorship programs promote professionalism by providing continuous staff development during the first year of teaching. (AMH)
Download or read book Mentoring and Coaching written by Denise M. Gudwin and published by Corwin Press. This book was released on 2009-12-07 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "These two remarkable educators not only document the development of their own relationship from mentor/mentee to professional colleagues, they also draw from their own experiences, research studies, and the real voices of countless new teachers to provide an excellent, hands-on guide for perfecting the mentoring role in multicultural settings. Kudos!" —Lisa Delpit, Eminent Scholar, Executive Director Center for Urban Education and Innovation Help new teachers thrive in culturally and linguistically diverse school settings! The challenges of teaching in a culturally and linguistically diverse (CLD) school, including language barriers, special needs, and teacher isolation, can be especially overwhelming for early-career teachers. This unique book on mentoring and coaching new teachers is specifically designed for multicultural school settings, although educators in all settings can benefit. The authors draw from their own experience implementing a highly successful mentoring program for new teachers in a large, urban school district. The book offers practical examples anchored in the current theoretical and research base for the professional development of novice teachers in urban as well as non-urban areas. Filled with vignettes that directly capture the real-life experiences of new teachers and their mentors, this volume: Illustrates how to develop effective teacher-to-teacher mentoring relationships Raises readers′ awareness of issues that might arise from CLD differences and facilitates more effective communication Offers reproducible resources, agendas, and other sample materials for a variety of contexts This timely and practical book helps mentors give new teachers the support they need to survive and succeed in diverse school settings.
Download or read book Teacher Induction and Mentoring written by Gary P. DeBolt and published by State University of New York Press. This book was released on 1992-11-03 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ordeals and stresses of the first year of teaching have often been cited as reasons why many new teachers become discouraged and even abandon their teaching careers. One strategy that has proven successful in providing support to novice teachers is to match them with experienced classroom teachers, or mentors, in order to ease their induction into teaching. Mentoring also provides a meaningful challenge for experienced successful teachers. As more districts begin to implement mentoring and induction programs, they will need information and models to answer basic questions regarding how mentors are selected and how schools can provide training and support to all personnel involved in such programs. This book provides an overview of the induction into teaching and mentoring processes, describes five effective school-based models, and reports the results of a large-scale study of those elements found to be most helpful by experienced mentor teachers.
Download or read book Mentorship Strategies in Teacher Education written by Dikilitas, Kenan and published by IGI Global. This book was released on 2018-05-18 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring in teacher education has been a key issue in ensuring the healthy development of teacher learning. Variety in the actualization of mentoring can lead to the exposition of new qualities and the evolving roles that mentors might undertake. Mentorship Strategies in Teacher Education provides emerging research on international educational mentoring practices and their implementation in teacher education. While highlighting topics such as e-mentoring, preservice teachers, and teacher program evaluation, this publication explores the implementations and implications that inform the existing practices of teacher education mentoring. This book is a vital resource for researchers, educators, and practitioners seeking current research on the understanding and development of existing mentorship strategies in a variety of fields and disciplines.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 District assigned Mentors on Early to Mid career Teachers written by Elizabeth A. Burkhart and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is limited research regarding the impact of district-assigned mentors on a teacher's instructional practice, self-efficacy, and professionalism throughout their career. The purpose of this study was to examine the impact that district-assigned mentors have on teachers' instructional practice, self-efficacy, and professionalism as perceived by early to mid-career teachers. Using a qualitative research design that was based on a constructivist approach, this study explored ways in which early to mid-career teachers used their experience with their district-assigned mentor to shape their instructional practice, self-efficacy, and professionalism. Data were collected through the use of a survey and personal interviews that provided demographic information and participant perceptions on the experience with their district-assigned mentor from early to mid-career teachers across four public school districts in southeastern Pennsylvania. The data collected through the study indicated that early to mid-career teachers believed that district-assigned mentors positively shaped their instructional practices, self-efficacy, and professionalism. The experience allowed teachers to build a relationship which positively impacted their overall teaching practice.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentor Perception of Satisfaction with Program Participation and Its Impact on Student Success written by Elizabeth M. Zuraw and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated mentor perceptions of satisfaction with program participation and its impact on student success. Fifteen on-line survey results and eight interviews provided program satisfaction data from teacher-mentors in one high school in southeastern Pennsylvania. Survey and interview questions were designed to report on satisfaction levels with program participation and support along two themes: (1) satisfaction as it related to the mentor, and (2) satisfaction as it related to mentor-mentee interactions. Student data gathered pre-and post-program participation was evaluated for mentoring impact in the categories of attendance, behavior, and grades. Teacher-mentor data reflected a moderate level of satisfaction in relation to program participation and program support. Teacher-mentors identified issues with a lack of program cohesion, training, and time as those that most negatively impacted their levels of satisfaction. Conversely, group mentor meetings, mentor-mentee relationships, and having served as teacher-mentors were identified as items that positively impacted their levels of satisfaction. A moderate mentoring impact on at-risk students was recognized through an examination of at-risk student data that showed a reduction in behavior incidents and failing grades but an increase in absences. Study results revealed that teacher-mentors need ongoing training and support for mentoring programs to realize a maximum student impact.
Download or read book Reconstructing the Work of Teacher Educators written by Theresa Bourke and published by Springer Nature. This book was released on 2022-08-30 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines agentic approaches by which teacher educators navigate a highly regulated environment. It investigates how teacher educators are responding to such regulation by employing approaches such as exploratory and case study research designs. This book analyzes qualitative and quantitative data to understand the diverse, innovative and critical perspectives of teacher educators who are guided by state and federal level initiatives to enhance the quality Initial Teacher Education (ITE) programs. Prominent educational theoretical perspectives are also used in this book to inform data analysis and to illuminate the empirically based findings. This book showcases research-informed insights for the global education community from leading researchers from across a number of teacher education institutions, locally and otherwise. By adopting an ‘activist’ approach, this book positions teacher educators’ research and contribution to the field as agentive and pro-active.
Download or read book The Impact of Mentoring Pre service Teachers on the Mentor Teacher written by Patti Andrea and published by . This book was released on 2010 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the early 1980s, policy makers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education (Feiman-Nemser, 1996). A review of literature written throughout the evolution of mentoring illustrated that researchers focused most of their attention on a relatively narrow aspect of mentoring relationships and relatively little attention has been paid to mentor benefits (Ragins & Kram, 2007). This study was conducted to explore whether mentors attained leadership benefits and/or refective behaviors from mentoring. A qualitative approach allowed for a deep richness of data and captured the complexities of the mentors' experiences and an understanding of those personal perspectives related to mentoring. In-depth interviews were the primary method of collecting information, which consisted of semi-structured questions that guided unconstrained descriptions of the mentors' views on the impact mentoring had on mentors. Participants of this study were selected because they were experienced mentors who were highly rated by previous student pre-service interns through a Midwest university's pre-service intern program. Results suggest that mentoring impacts mentors with respect to teacher leadership characteristics and reflective processes. Based on Kouzes and Posner's (2007) Leadership Practices, and York-Barr, Sommers, Ghere, and Montie's (2001) Profile of a Reflective Educator, mentors believed mentoring caused them to (1) challenge the process, (2) inspire a shared vision, (3) enable others to act, (4) model the way, (5) encourage others, (6) be responsible for their own learning and continuous improvement, (7) be more aware, (8) utilize effective inquiry and take action with new understandings more often. Overall, mentoring programs are critical in both preparing tomorrow's teachers and in enhancing the skills of teachers. Given the significant demands placed on schools, it is important for leaders to examine the benefits of mentoring programs. The findings from this study add to the literature base by providing a deeper understanding of how mentoring impacts mentors.
