Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Karen B. Kamin
Committee Member
John B. Lustig
Committee Member
Maryellen Maher
Keywords
beginning teachers, collaboration, contact logs, education retention, emotional support, induction programs, job satisfaction, learning communities, mentor support, mentoring, new teachers, observations, orientation, professional development, professional growth, retired teachers, school administrators, staff development, STAR Teacher Induction Program, surveys, teacher collaboration, teacher induction, teacher morale, teacher orientation, teaching profession, yearlong support
Abstract
This applied dissertation was designed to implement a site-based teacher induction program at Chamberlain High School in order to increase job satisfaction, improve performance, and encourage retention in education among beginning teachers. The report describes a plan that was developed and implemented by the writer. The program contained 4 strategies designed to foster professional growth and personal support of beginning teachers: developing weekly learning communities, assigning a mentor to each beginning teacher, increasing administrator involvement, and maintaining frequent contact with a retired teacher to offer emotional support.
The writer measured both the success of each component of the STAR Teacher Induction Program to evaluate the effectiveness of each component toward the final goal which was for all 1st-year teachers to report their 1st year of teaching as successful. Toward that end, the writer did each of the following. First, the writer verified that each beginning teacher participated actively as a member of the school’s learning community by presenting at least once to a large group on a professional educator topic. Second, the writer verified administrators’ made frequent contact (at lease twice per week) with new teachers. Third, regular (at least twice per week) mentor-initiated contact and support were verified by reviewing contact logs. Fourth, informal anecdotal notes and contact logs from a retired support teacher were reviewed.
Interviews, surveys, observations, and contact logs gathered from the new teachers, mentors, administrators, and the retired teacher indicated the STAR program was positive and successful. Beginning teachers expressed appreciation for the yearlong support and recommended the program continue. Data also concluded that all of the beginning teachers for the 2003-2004 school year intended to remain in the teaching profession.