Education Commons^™

Understanding The Needs Of New Teachers And Mentors, Samantha Michelson, Yuan Dongmei

Student Scholarship

Teachers and mentors were surveyed to determine the needs of new teachers and mentors using the following questions:

Questions About New Teachers and Their Mentors?

1. What strengths and needs do new teachers and mentors bring with them to the mentoring relationship?

2. What supports do new teachers and their mentors need?

3. How do new teachers and mentors differ in how well they manage stress atthe start of the year?

4. How do both differ in their views of the teaching profession and their future in it?

Understanding The Future Teacher Workforce: In Their Own Words, Patty Williams, Samantha Michelson, Dongmei Yuan

Student Scholarship

Introduction: Maine is facing a shortage of highly prepared teachers.

Multifaceted Causes of Shortage: Compensation, COVID-19 After effects, Aging Workforce, Working Conditions, Challenges Associated with Teaching in the U.S. (Safety, Politicization of Curriculum, Standards Movement & Loss of Freedom in Instructional Choices, etc.)

Maine Data:

• Almost 30% of new teachers leave the profession within 3 years (Johnson et al., 2020).

• 13 different areas and certifications have been identified as teacher shortage areas in 2022-2023, including early childhood, special

  education, elementary education, and subject-level teachers in math and science (ME DOE, 2022)

  Challenges for Teachers:

• National data shows 91% of practicing …

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The Impact Of Mathematics Coaching On Teacher Pedagogy And Student Understanding In Rural School Districts, Renee Bouchard Charette

M.S.Ed. in Educational Leadership Research Projects

This study collected data from teachers and math coaches in rural Maine schools to determine if working with a mathematics coach had an impact on teacher’s pedagogy. Participants were asked about their perception of whether coaching interactions impacted students understanding of mathematics. The design included interviews with four coaches who had been trained through the Maine Mathematics Coaching Project. Data from nineteen teachers was collected through surveys that were emailed to all teachers who had worked with the four coaches. Conclusions indicate that most coaches and teachers do believe that working with a mathematics coach has a positive impact on …