Dissertation/Thesis Abstract

A Differentiated Support Model for First Year Elementary Teachers
by Pieniazkiewicz, Amy A., Ed.D., Concordia University Chicago, 2018, 145; 10792183
Abstract (Summary)

This Appreciative Inquiry (AI) study was conducted to create the framework for the Differentiated Support Model (DSM). The DSM is a framework of individualized support for first year teachers that can be applied in any school district alongside a mentoring program or without a mentoring program. The DSM was designed to be implemented by an Instructional Coach. When implemented, it could be any administrator in the building, the administrator that is evaluating the first year teacher, a teacher mentor or even a peer evaluator.

Because of this study, the DSM has a robust foundation for first year teachers to be successful, if implemented properly. It can be implemented with or without a mentoring program. The DSM can truly make a difference in a school district for the retention of new teachers. First year teachers will, not only have proper continuous training throughout their probationary time, they will feel supported.

Indexing (document details)
Advisor: Warwick, Ronald
Commitee: Perney, Jan, Sims, Paul
School: Concordia University Chicago
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 80/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Elementary education, Teacher education
Keywords: Coaching, Differentiation, First-year, Induction, Mentoring, Support system
Publication Number: 10792183
ISBN: 978-1-392-21585-2
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