Individuals involved in the profession of teaching continue to leave the educational profession. This has an adverse effect on the quality of education for the students and increased financial costs for school districts. School districts are in the process of training new teachers that have not attained a traditional education degree in the university setting. The purpose of this phenomenological qualitative study was to examine the perceptions of administrators, teachers that serve as mentors, and beginning teachers regarding the attributes of the mentoring and induction program in the school districts in which they were employed. The focus of the study was on three elements of the Illinois Induction Program Standards, regarding professional development, regarding alignment to a school improvement plan, and regarding providing formative assessment and feedback regarding the novice teacher’s instructional practice that is not utilized for teacher evaluation. A purposeful convenience sampling was utilized in this study that involved emerging research during the interview process. This study included three administrators, three mentors, and four beginning teachers. The study was conducted in Educational Service Region #20 in southern Illinois. The main findings of the study revealed the following themes: (a) there is little to no training provided to mentors that will work one-on-one with beginning teachers; (b) there is limited training for beginning teachers; (c) it is important to recognize different learning styles and utilize different teaching strategies to engage students in learning; (d) it is important for beginning teachers to receive assistance in the development of SMART goals as it directs the teaching and learning process; (e) it is beneficial for beginning teachers to observe exemplary teachers and the advice given by these teachers is considered an invaluable resource; (f) self-reflection and assessment is a valuable tool for self-improvement; and (g) support and honest feedback for beginning teachers is very valuable and important.
|Advisor:||Stewart, Kelly D.|
|Commitee:||Acuncius, Rick, Barnes, Pamela, Fahsl, Allison, Hardt, Darrel|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Teacher education|
|Keywords:||Illinois, Induction, Mentor, Mentoring, New teacher, Training|
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