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A survey of mentor/mentee activities in beginning teacher induction programs in Region XI

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Description

The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature ... continued below

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Wright, Telena May 2000.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 4777 times , with 91 in the last month . More information about this dissertation can be viewed below.

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  • Wright, Telena

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The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.

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UNT Theses and Dissertations

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  • May 2000

Added to The UNT Digital Library

  • Sept. 24, 2007, 10:22 p.m.

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  • Dec. 4, 2013, 11:58 a.m.

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Citations, Rights, Re-Use

Wright, Telena. A survey of mentor/mentee activities in beginning teacher induction programs in Region XI, dissertation, May 2000; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc2486/: accessed March 30, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .