The Effects Of Mentoring Programs On First Year Teachers

8 Pages 1879 Words

mentoring programs as compared to schools that do not utilize mentoring programs as a means of induction for first year teachers.
Hypothesis
The hypothesis for this study is: Mentoring programs are the most effective means of induction for first year teachers in high school settings. In order to support this hypothesis, the research will focus on the complexities of professional functioning in the high school setting and then also relate this to the benefits that have generally been applied to the use of mentoring programs.
REVIEW OF LITERATURE
Blair-Larson (1998) recognized that among educators, the general concern for the qualities of schools in the United States has resulted in a renewed interest in programs that improve teacher preparation, including induction programming. “During the 1980’s, the induction movement gained momentum throughout the country as a result of educational reforms and state mandates” (Blair-Larson, 1998, p. 602). In essence, induction programming formed the basis for local, district and state mandates for mentoring programs.
Because the induction period for first year teachers is clearly a period of transition from student to professional, educational researchers have recognized the importance of this period in shaping effective teachers (Blair-Larson, 1998). Mentoring programs have been created for beginning teachers who have already completed their teacher education programs, but who have not started their teaching process, and as a result, need extra support and supervision as they enter the profession for the first time (Blair-Larson, 1998). Educators and administrators have recognized the benefits of the use of existing teaching professionals to improve the induction process for new teachers (Blair-Larson, 1998).
Halford...