Mentoring in Action: The Interplay among Professional Assistance, Emotional Support, and Evaluation

Autor/inn/en	Israel, Maya; Kamman, Margaret L.; McCray, Erica D.; Sindelar, Paul T.
Titel	Mentoring in Action: The Interplay among Professional Assistance, Emotional Support, and Evaluation
Quelle	In: Exceptional Children, 81 (2014) 1, S.45-63 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914532231
Schlagwörter	Mentors; Teacher Evaluation; Beginning Teachers; Interviews; Feedback (Response); Emotional Response; Social Support Groups; Teacher Attitudes; Beginning Teacher Induction; Special Education Teachers; Urban Schools; Elementary Secondary Education; Scores; Teacher Competencies; Experienced Teachers; Observation; Qualitative Research; Data Analysis; Faculty Development; Time Management + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Emotionales Verhalten; Social support; Soziale Unterstützung; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrkunst; Beobachtung; Qualitative Forschung; Auswertung; Zeitmanagement
Abstract	The growing emphasis on teacher accountability has led to increased integration of teacher evaluation and new teacher mentoring. This study examined professional and emotional mentoring supports within an urban school district that centered its induction program on structured teacher evaluation. Five mentors and 16 new special educators participated in this study. Data included evaluation reports for the 2009-2010 school year, mentor time allocation charts, and new teacher interviews. Results indicated the following: (a) Evaluation provided guidance for mentors' feedback; (b) emotional supports and professional supports were interrelated, wherein emotional supports occurred within the context of professional supports; and (c) the majority of the new teachers did not indicate that the evaluation adversely affected their mentoring experience. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01