The purpose of this basic narrative qualitative study was to explore the experiences of first- and second-year teachers and mentors regarding professional learning and new teacher mentoring programs from three highly effective schools in the state of Missouri through personal interviews and related documents. The three highly effective schools were U.S. Department of Education Blue Ribbon School Award winners. The central qualitative question driving the research was this: What are the experiences of first- and second-year teachers and mentors regarding new teacher mentoring programs in the state of Missouri? This study aimed to explore the gap in research regarding new teacher mentoring experiences and related professional learning in Missouri school districts. Exploring teacher experiences regarding effective mentoring programs established the importance of maintaining a culture of continuous professional learning to develop and increase teacher quality (Darling-Hammond et al., 2017; Donohoo, 2017; Hattie, 2012). This study established school district leaders must be purposeful and intentional in their mentoring programs when providing new teachers time for collaboration, relationships, instructional practices around data, support and encouragement, feedback, and reflection time, along with establishing strong building leadership.

Titolo

• New Teacher Mentoring Programs and Professional Learning in the State of Missouri

Ultima modifica

• 06/05/2024

Creatore

• Mitchell, Traci D.

Collaboratore

• Hedgpeth, Pamela (Committee Chair)
• Fong, Benny (Committee Member)
• Asbill, Richard (Committee Member)

data di creazione

• 2020

Identifier

• vital:10970

Lingua

• English

Editore

• Southwest Baptist University

Soggetto

• Teacher Mentoriing
• Professional Development

Diritti

• Copyright Protected

Formato del file

• PDF