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Teacher Education and Professional Development Commons™
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Full-Text Articles in Teacher Education and Professional Development
A Guide To Standards-Based Learning, Geneva Bell, Sarah Rector, Elizabeth Schrecengost, Beth Washle
A Guide To Standards-Based Learning, Geneva Bell, Sarah Rector, Elizabeth Schrecengost, Beth Washle
Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)
This learning module educates parents/guardians and teachers new to the practice to understand what standards-based learning is, why a school system would use it, how to know when students are learning the standards, and the difference from traditional learning.
View professional learning module.
Beginning Teachers’ Experiences Working With A District-Employed Mentor In A North Carolina School District, Kari S. Hobbs Dr., Jennifer Putnam Dr.
Beginning Teachers’ Experiences Working With A District-Employed Mentor In A North Carolina School District, Kari S. Hobbs Dr., Jennifer Putnam Dr.
Journal of Organizational & Educational Leadership
This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris’s (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews.
Nine beginning teachers participated in the study. Their assignments included elementary (n=4), middle grades (n=2), and high school (n=3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors …
Providing For The Needs Of New Teachers: A Study Of New Teacher Induction In A Rural School District In Central North Carolina, Lori T. Powell
Providing For The Needs Of New Teachers: A Study Of New Teacher Induction In A Rural School District In Central North Carolina, Lori T. Powell
Education Dissertations and Projects
This study evaluated the effectiveness of a new teacher induction program as implemented in a rural school district in central North Carolina. All beginning teachers with 3 or less years of experience, all school-based administrators, and all mentoring teachers were the target participants. The purpose of the study was to evaluate the effectiveness of the program and report the data collected.
This study involved descriptive statistics applied to surveys sent to the three participating groups. Also, descriptive statistics were used to analyze more in-depth data collected through face-to-face interviews with participating individuals from the three groups. The survey was conducted …
Evaluating The Impact Of The Beginning Teacher Induction Program On The Retention Rate Of Beginning Teachers, Adriane Lenette Watkins Mingo
Evaluating The Impact Of The Beginning Teacher Induction Program On The Retention Rate Of Beginning Teachers, Adriane Lenette Watkins Mingo
Education Dissertations and Projects
This dissertation examined the Beginning Teacher Induction Program of a rural school system in North Carolina. The effects of mentoring, induction sessions, administrative support, ongoing staff development, and other support offered at the system level to beginning teachers were carefully analyzed.
The researcher used eight themes based on the objectives of the school system's Beginning Teacher Support Program: improving beginning teachers' skills and performance; supporting teacher morale; communications; collegiality; building a sense of professionalism and positive attitude; facilitating a smooth transition into the first and second years of teaching; putting theory into practice; preventing teacher isolation; building self-reflection; and retaining …