Title Slide: The Impact of New Induction/Mentoring on Beginning Teachers in Charlotte-Mecklenburg Schools Good day! I am proud to present a proposal for a study that hopes to effect positive changes in the area of teacher development. This study will deal with the evaluation of induction/ mentoring programs of new teachers in Charlotte-Mecklenburg schools in North Carolina…
Slide 3: New teachers fresh out of their college education face a whole new world filled with excitement and trepidation. For most, they can be utterly clueless on how to apply the knowledge and skills they have learned in the comfort of the four walls of their classrooms. However, being in the real world with real students is something different, and they stand to face the challenges posed at them and hope they survive it. To support these new teachers, Induction and Mentoring programs have been designed. For this study, such programs will be investigated in relation to three main questions: 1. How do beginning teachers receive support and to what extent does this help them develop their decision to stay in the teaching profession? 2. How do acts of mentoring influence the development of the beginning teacher? 3. How is the mentor program evaluated for its effectiveness in improving teacher retention? This study will explore various facets of an induction program in a large urban school system in order to decide whether the programs are valuable and effective or if they need improvement or complete eradication. Slide 4: Induction and Mentoring programs for new teachers have been designed to address the needs of these teachers. Research has shown that nearly 50% of all teachers quit within the first five years due to these issues (Scherff, Ollie, &Rosencrans, 2006). The identified factors that determine whether new teachers quit or stay in their jobs in the first few years are the following: Many teachers feel they isolated and are unsatisfied with the inconsistencies that plague the profession. The pay may not meet their expectations student behavioral issues emerge, inabilities to participate in decision-making will dishearten new teachers. Undesirable working conditions Lack of teacher preparation Lack of an effective mentor. It is the efforts of the North Carolina Beginning Teachers Support Program to resolve such problems and provide better support to beginners (Britton, Paine, Pimm, &Raizen, 2003). Slide 5: the North Carolina Beginning Teacher Support Program (NCBTSP) starts with a two week teacher-preparation seminar including classroom management, lesson planning, a synopsis of examinations, assessments, identifying student disabilities, classroom organization, instructional feedback that reflects on the lessons taught, and a host of other essential matters. Slide 6: Charlotte-Mecklenburg Schools have taken up the Santa Cruz New Teacher Project. Induction programs, primarily in North Carolina, have intentions to fulfill requirements of the NCLB Act 2001 by providing skills that will help retain newcomers. According to the State Board of Education, Charlotte-Mecklenburg schools coordinate induction activities that give a framework to carry out teacher licensure programs. In the induction program, exemplary mentors meet on a weekly basis with first and second year teachers. The mentees and mentors are matched according to subject expertise, and meet for two hours before, during, or following class. This project has shown dramatic changes when implemented and “only 5% of participants in the project have left the teaching profession after 14 years” (NC General Assembly. 2007, p. 12). Slide 7: According to Hanes ...
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“The Impact of Induction/Mentoring on Beginning Teachers in Essay”, n.d. https://studentshare.net/education/40788-the-impact-of-induction-mentoring-on-beginning.
According to the paper there is inequity of education in schools. There is disparity in the enrollment rates of students as well as the availability of teachers belonging to different races and ethnic origins. “Equity is central to the current reform movement in science education. Students in the urban schools display lower graduation rates and higher truancy rates as compared to the students in the non-urban schools.
19% of the mentor contacts sample function as mentor contacts of middle schools. Moreover, 85% are site-based mentors, while 12% are site-based. A minimal percentage of 3% are both site and full-time mentor contacts. Majority of the mentor contacts (68%) have had tenures of 1-5 years in CMS, whereas 25% have served CMS as mentor contacts for 5-10 years.
Dr. Thea Williams-Black, Ph.D. Dr. Antoinette Ellison, Ed.D. September, 2011 Abstract The purpose of this study is to evaluate whether and to what extent the elements of the North Carolina Teacher Support Program positively affect new teacher success. The retention rate among new teachers can increase if new teachers receive well-trained mentors.
Just like any other program the mentoring and induction process is faced by numerous challenges that have to be curbed to ensure the whole process is successful. Numerous studies have been conducted in relation to induction and mentoring. Eggen et al. (2005) explains that for an individual to be successful in life they need to have a good support system and a good mentor who is dedicated and committed to guide and advise them.
This indicates a shift to training techniques which facilitate more diverse social constructionist and learning approaches (Munro 2009). Mentoring has been indicated as an important approach that could impart tactical and social knowledge and psychological support and resources.
To make matters worse, the Baltimore City School System is currently experiencing a financial crisis and monetary funds are limited. As a result of this financial crisis, many Baltimore City Schools have less money available to spend on students and school facilities.
There are numerous definitions for the word mentoring. Providing the broadest definition for mentoring, Clawson (1996) states that mentoring occurs when both parties in a relationship acknowledge the importance of what one can teach and the other can learn.
As such, imagination or creativity hardly seemed to be the reasons for having established these schools.
Public schools were started in the U.S in early twentieth century for mass education of children. The aim of opening these schools seem to have been: 1) To make good people.
According to the report an academic mentor may occupy a formal or an informal way of mentoring. It may range from extremely complicated or procedure-based, to a simple one. However, in any case, the type of this affiliation is not as significant as it outcome that is achieved by the end of mentoring.