New teacher induction has increased in popularity as a means to train teachers to the culture and expectations of the school. The purpose of this study is to examine the current orientation and mentoring practices at a private suburban middle and high school to ascertain their effectiveness at inducting new teachers. The three research questions used to guide the study were: (1) What are teachers’ perceptions of their orientation experience at Meadow Prep School? (2) What challenges do new teachers experience in year one at Meadow Prep School? (3) To what extent do mentors effectively contribute to teachers’ orientation to the school? The findings from this study indicated that orientation was essential for new teacher introduction to the school. It also determined that one of the most difficult challenges for new teachers was understanding the school’s unique culture. Additionally, another finding was that mentoring appeared to be of the more informal nature without a clear mentoring plan in place for all new teachers. The researcher recommended that the orientation be lengthened in duration to achieve a maximal effect, that mentors be assigned and monitored with regular check-ins and feedback provided, and that a focus on professional development culture that supports new teachers is implemented. It is the hope that with these recommendations, new teachers are inducted to the school and prepared to succeed within its environment.
|Commitee:||Neigel, Keith, Stutzer, Karen|
|School:||College of Saint Elizabeth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education|
|Keywords:||induction, mentoring, orientation|
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