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COLLABORATIVE TEAM APPROACH TO MENTORING BEGINNING TEACHERS:
A CASE STUDY OF A COLLABORATIVE
ELEMENTARY SCHOOL
by
Elda Pech
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2009
Copyright 2009 Elda Pech
Object Description
| Title | Collaborative team approach to mentoring beginning teachers: a case study of a collaborative elementary school |
| Author | Pech, Elda |
| Author email | epech@usc.edu; epech@lausd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-09-20 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-10-13 |
| Advisor (committee chair) | Pensavalle, Margo |
| Advisor (committee member) |
Kaplan, Sandra Ragusa, Gisele |
| 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 through 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. |
| Keyword | beginning teachers; collaborative support; novice teachers |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2666 |
| Rights | Pech, Elda |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Pech-3270 |
| Archival file | uscthesesreloadpub_Volume56/etd-Pech-3270.pdf |
Description
| Title | Page 1 |
| Full text | COLLABORATIVE TEAM APPROACH TO MENTORING BEGINNING TEACHERS: A CASE STUDY OF A COLLABORATIVE ELEMENTARY SCHOOL by Elda Pech A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2009 Copyright 2009 Elda Pech |
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