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Browsing by Subject "Mentoring in education"

Now showing 1 - 2 of 2
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    The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction
    (2012) Erickson, Deanna M
    A strong relationship has been demonstrated between mentoring and job satisfaction in research across multiple fields. Job satisfaction is also a key indicator of teacher retention. A few programs in the US are using mentoring to incorporate outdoor education into teacher pedagogy and the broader public school system. In this model, experienced outdoor educators work with teachers individually over a period of time to model curriculum and to provide feedback, logistical and personal support in incorporating this method into the classroom. A case study investigation in the Bioregional Outdoor Education Project on the Colorado Plateau found that outdoor education mentoring resulted in increased use of outdoor education by teachers, reports of enhanced student achievement, especially engagement, and positive change in teacher feelings of satisfaction with work. Meaningful benefits that result from incorporating outdoor education may increase the likelihood that teachers continue to use this method, a topic for future investigation. Infusing outdoor education through the curriculum with the help of mentors may offer a potential means of school reform, if support from peer teachers and administrators is garnered through information about the potential benefits to both students and teachers.
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    Reducing the Rate of Teacher Attrition through Effective Mentorship Programs
    (2009) Scissons, Kellie; Riordan, Kim; Damme, Susan
    With renewed focus on teacher mentorship programs as a way to combat teacher attrition, over thirty states have now developed some form of mandated mentoring or induction program to help beginning teachers succeed (American, 2006). Unfortunately, not all mentorship programs are created equal. Simply requiring mentoring does not assure that programs are effective or that funding is provided. Despite strong evidence supporting induction programs for new teachers, it remains apparent that not all novice teachers are receiving the critical support needed. Oftentimes, induction programs for new teachers turn out to be more of a welcoming party than an ongoing support system. Feelings of isolation and detachment still permeate the first year teaching experience for many new educators. Personal experience with two very different mentorship programs in two school districts within the same state led me to investigate this trend further.