Exploring the Outcomes of an Extensive and Innovative Mentoring Model: A Descriptive Analysis

• In Event: State and District Programs to Improve Teacher Quality

Abstract

Induction and mentoring programs have been employed as solutions to the high levels of turnover within early career teachers (ECTs). School districts characterized as high poverty or low-resourced often experience higher levels of teacher turnover and rely on ECTs at higher rates than in more affluent locations. While findings of some studies are mixed, intensive models seem to offer positive results. The purpose of this presentation is to share data collected from Year One of a five-year study of an extensive ECT mentoring model and discuss the feasibility of employing the model on a greater scale. Data on the mentoring services provided will be shared as well as the results of teacher sense of efficacy, satisfaction surveys, and retention data

Authors

• Paula Lancaster, Central Michigan University

• Melissa Pierczynski, University of Maryland Global Campus

• Dori R. Helder, Grand Valley State University