Dissertation
Mentoring Programs in Small Districts: Helping New Teachers Thrive
Doctor of Education (EdD), Washington State University
01/2011
Handle:
https://hdl.handle.net/2376/3000
Abstract
New teachers continue to leave the profession at high rates although retention rates vary from school to school, district to district, and state to state. Many districts have implemented mentoring programs to improve retention of and support for new teachers in their schools. Often these models rely on full-time release mentors, which is prohibitive for small districts in terms of cost and personnel. The author studied five small districts that used published standards to create and implement mentoring programs that fit district needs and resources. In this qualitative study, the researcher identified three areas of significance to the mentoring programs: Importance of relationships, becoming part of the profession, and implementation of a well developed plan. Implications for other small districts planning to implement a mentoring program and impacts of Adult Learning Theory on designing a mentoring program are also discussed.
Metrics
5 File views/ downloads
15 Record Views
Details
- Title
- Mentoring Programs in Small Districts: Helping New Teachers Thrive
- Creators
- Mindy Meyer
- Contributors
- Michele Acker-Hocevar (Advisor)Danny Talbot (Committee Member)Chad Lochmiller (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Number of pages
- 137
- Identifiers
- 99900581659101842
- Language
- English
- Resource Type
- Dissertation