Degree Date

12-2017

Document Type

Dissertation - NLU Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Harrington Gibson

Second Advisor

Dr. Don Angelaccio

Abstract

The teacher mentoring program is supportive to those new to the profession or new to the school district. The mentoring program is not successful without the support of everyone in the district. This includes teachers, principals, and district office. A change needs to be made in order for follow through to happen with the mentoring program. The change plan is needed for teachers to be successful in their job.

Comments

Table of Contents

ABSTRACT.. v

PREFACE.. vi

LIST OF TABLES.. ix

SECTION ONE: INTRODUCTION... 1

Statement of the Problem.... 1

Rationale.. 3

Goals. 6

Setting.. 7

SECTION TWO: ASSESSING THE 4 Cs. 9

Culture.. 9

Context. 11

Conditions. 12

Competencies. 13

SECTION THREE: METHODOLOGY.. 15

Research Design Overview... 15

Participants. 16

Data Collection Techniques. 16

Mentor Questions. 17

Mentee Questions. 17

Data Analysis Techniques. 18

SECTION FOUR: RELEVANT LITERATURE.. 19

Teacher Preparation is Essential 19

School Culture/Leadership Matters. 21

Mentoring in Schools. 22

SECTION FIVE: DATA ANALYSIS & INTERPRETATION... 24

Professional Development. 24

Adequate Mentor Training.. 25

Monthly Tasks. 25

Teachers in District. 26

SECTION SIX: A VISION OF SUCCESS (TO BE). 28

Context. 28

Conditions. 29

Competencies. 29

Culture.. 30

Closure.. 30

SECTION SEVEN: STRATEGIES AND ACTIONS FOR CHANGE.. 31

Strategy 1: Clear Guidelines and Expectations. 31

Strategy 2: Building Trust in the School District. 32

Strategy 3: Teachers as Learners. 33

References.. 34

Appendices.. 36

AS IS 4 Cs Analysis for Induction and Teacher Mentoring Program.... 37

TO BE 4 Cs Analysis for Induction and Teacher Mentoring Program.... 38

Strategies and Actions Chart. 39

Big Assumptions: 39

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