Collaborative Team Approach to Mentoring Beginning Teachers: A Case Study of a Collaborative Elementary School

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Autor/in	Pech, Elda
Titel	Collaborative Team Approach to Mentoring Beginning Teachers: A Case Study of a Collaborative Elementary School
Quelle	(2009), (211 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-6203-3
Schlagwörter	Hochschulschrift; Dissertation; Classroom Techniques; Campuses; Mentors; School Culture; Time Management; Leadership Styles; Leadership Effectiveness; Educational Change; Case Studies; Educational Environment; Beginning Teachers; Qualitative Research; Urban Areas; Elementary Schools; Faculty Development; School Districts; Longitudinal Studies; Cooperation; Teacher Persistence; Team Teaching; Elementary School Teachers; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenführung; Schulkultur; Schulleben; Zeitmanagement; Führungsstil; Führungseffizienz; Bildungsreform; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Junior teacher; Junglehrer; Qualitative Forschung; Urban area; Stadtregion; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Co-operation; Kooperation; Teamteaching; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	The educational problem that schools face is the loss of new teachers that leave the field of education with in the first five years of teaching (Hope, 1999; Darling-Hammond, 2003). Teachers have cited many reasons for leaving the classroom such as lack of administrative support, lack of classroom management strategies, difficulties differentiating the curriculum, non-supportive school environment, time management issues and many more. The loss of teachers due to attrition disrupts the school environment. As a possible solution, many beginning teachers receive BTSA mentors. The problem is that many mentor teachers hold several key leadership positions within the school setting. Mentor teachers are left with little time to provide quality one-to-one support beginning teachers really need. The purpose of this qualitative case study was to develop a deeper understanding of how school site personnel might collaborate to promote a school culture that is collectively responsible to meet the needs of beginning teachers. The intent of this study was to identify an effective school-site paradigm that will support and retain teachers while simultaneously contributing to their professional growth and their classroom students learning. The selected unit of study was an urban California Distinguished elementary school. The school was selected due in part to the availability of key stakeholders such as administrators, instructional support personnel, veteran and beginning teachers. In addition 80 beginning teachers first thru third year teachers in a traditional one-to-one mentoring approach participated. The data revealed that the following school culture characteristics contribute to an effective team approach that best supports beginning teacher development: supportive and shared leadership; shared values and vision; collective learning and application of learning; supportive conditions; and shared personal practices. The data suggestions that future research studies need to focus on multiple and longitudinal case studies in collaborative school environments in order to make further generalizations and enable schools to benchmark their successes. The research implications for this study point to providing school leadership teams with current research on developing positive school cultures, collaborative practices, effective leadership styles, and educational change. School district personnel must provide professional development to these key individuals in order to meet the needs of beginning teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10