Entry Year Pilot Project: A Reflective Approach to Mentoring Ohio's Entry Year Teachers.

Autor/inn/en	Murray, Susan R.; Hillkirk, Keith
Institution	Ohio Univ., Athens. Coll. of Education.
Titel	Entry Year Pilot Project: A Reflective Approach to Mentoring Ohio's Entry Year Teachers.
Quelle	(1998), (151 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; College Faculty; Elementary Secondary Education; Faculty Development; Higher Education; Mentors; Preservice Teacher Education; Teacher Evaluation; Teacher Improvement; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Teacher appraisal; Lehrerbeurteilung
Abstract	This monograph describes Ohio University College of Education's Entry Year Pilot Project. The College of Education was awarded grant money to create and implement a mentoring program to help entry-year teachers through their first year and through the Praxis III assessment. The project involved beginning teachers, school-level mentors, and university-level consultants. Mentors completed workshops and training on mentoring and assessment. This monograph focuses on the proposed nature of the preparation and support for new teachers; current status of the preparation/support for new teachers; perceived effectiveness of the preparation/support for new teachers; perceived obstacles for effective preparation/support (and proposed solutions); financial implications of the preparation/support; institutional buy-in/support and awareness of the process; nature and quality of feedback of mentors in the preparation/support for new teachers; and direct evidence of entry year teacher progress during preparation/support for new teachers. The Entry Year Pilot Project was a positive learning experience for the College of Education faculty and partnership schools. The monograph presents 10 conclusions that should impact the Ohio Department of Education while piloting the Praxis III assessment process. The seven appendixes present quarterly reports of activities, participant profiles (beginning teachers and mentors), mid-year evaluation data, mid-year evaluation survey, case study, and financial disclosure. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC