Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Linda Mallinson
Committee Member
Janice Bevan
Committee Member
Maryellen Maher
Keywords
administrative support, beginning teacher induction, beginning teachers, career transitions, certification procedures, classroom management, exceptional students, high schools, induction meetings, instructional coaches, instructional strategies, leadership, mentor, mentoring programs, novice teachers, peer support, professional development, public schools, retention, role modeling, school administration, Special Education, survey feedback, teacher retention, teacher support programs, teaching careers, workshops
Abstract
This applied dissertation addressed the crisis of retaining beginning teachers at a public high school for exceptional students. The purpose of the project was to develop a program to support beginning teachers in their 1st year of teaching. A mentoring program within the school was developed based upon research and survey feedback. The program included (a) peer support, (b) administrative support, (c) positive role modeling, (d) professional development workshops, and (e) assistance in transitioning into a new career and setting.
To explore the critical needs of the beginning teachers at the school site, a survey was sent to all novice teachers to determine (a) the areas of assistance beginning teachers needed, (b) the components of an effective program, and (c) what leadership role the school’s administration should play in a teacher support/retention program. Researched beginning teacher support programs and survey results showed that a mentoring program (a) is effective in supporting beginning teachers if they addressed identified needs, (b) had active participation, and (c) had the support of the school’s leadership team. A primary recommendation was that a mentoring program be developed with weekly induction meetings for teachers and instructional coaches to assist beginning teachers to acquire knowledge of (a) classroom management, (b) instructional strategies, and (c) certification procedures.