Academic Journal
Teacher Mentor Programs--Reflections on a First-Year Implementation Process
| Τίτλος: | Teacher Mentor Programs--Reflections on a First-Year Implementation Process |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Melissa Moultroup |
| Πηγή: | New England College Journal of Applied Educational Research. 2025 5(2):159-189. |
| Διαθεσιμότητα: | New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer |
| Peer Reviewed: | N |
| Page Count: | 31 |
| Ημερομηνία έκδοσης: | 2025 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Mentors, Beginning Teachers, Experienced Teachers, Program Implementation, Data Use, Decision Making, Job Satisfaction, Teacher Persistence, Program Development, School Districts, Elementary Secondary Education |
| ISSN: | 2836-8339 |
| Περίληψη: | High teacher attrition rates may contribute to educational inequity for students, primarily for those who are members of marginalized communities. Currently, teacher retention rates are lowest in low-income, high-minority schools and districts. As one way to level the playing field, educational leaders may be able to use teacher mentor programs to increase teacher retention. When implemented correctly, those who run these programs have the potential to not only support newly hired teachers but to also empower veteran staff. In this article, I highlight my school district's conscious decision to revitalize our teacher mentor program through purposeful planning, meaningful data collection, and consistent reflection and revision. As the mentor program coordinator, I worked with my district curriculum coordinator, teacher mentors, and newly hired staff in all phases of the process to ensure successful implementation. Although we found great success in several areas of our revitalized program, after data analysis and careful reflection, we learned there were still improvements to be made. We then used those lessons to make conscientious and data-driven decisions to continue the growth of our teacher mentor program. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Αριθμός Καταχώρησης: | EJ1490664 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1490664 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher Mentor Programs--Reflections on a First-Year Implementation Process – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Melissa+Moultroup%22">Melissa Moultroup</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22New+England+College+Journal+of+Applied+Educational+Research%22"><i>New England College Journal of Applied Educational Research</i></searchLink>. 2025 5(2):159-189. – Name: Avail Label: Availability Group: Avail Data: New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 31 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2836-8339 – Name: Abstract Label: Abstract Group: Ab Data: High teacher attrition rates may contribute to educational inequity for students, primarily for those who are members of marginalized communities. Currently, teacher retention rates are lowest in low-income, high-minority schools and districts. As one way to level the playing field, educational leaders may be able to use teacher mentor programs to increase teacher retention. When implemented correctly, those who run these programs have the potential to not only support newly hired teachers but to also empower veteran staff. In this article, I highlight my school district's conscious decision to revitalize our teacher mentor program through purposeful planning, meaningful data collection, and consistent reflection and revision. As the mentor program coordinator, I worked with my district curriculum coordinator, teacher mentors, and newly hired staff in all phases of the process to ensure successful implementation. Although we found great success in several areas of our revitalized program, after data analysis and careful reflection, we learned there were still improvements to be made. We then used those lessons to make conscientious and data-driven decisions to continue the growth of our teacher mentor program. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1490664 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 159 Subjects: – SubjectFull: Mentors Type: general – SubjectFull: Beginning Teachers Type: general – SubjectFull: Experienced Teachers Type: general – SubjectFull: Program Implementation Type: general – SubjectFull: Data Use Type: general – SubjectFull: Decision Making Type: general – SubjectFull: Job Satisfaction Type: general – SubjectFull: Teacher Persistence Type: general – SubjectFull: Program Development Type: general – SubjectFull: School Districts Type: general – SubjectFull: Elementary Secondary Education Type: general Titles: – TitleFull: Teacher Mentor Programs--Reflections on a First-Year Implementation Process Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Melissa Moultroup IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 2836-8339 Numbering: – Type: volume Value: 5 – Type: issue Value: 2 Titles: – TitleFull: New England College Journal of Applied Educational Research Type: main |
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