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ERIC Number: ED390804
Record Type: Non-Journal
Publication Date: 1995-Jul
Reference Count: N/A
Montana Beginning Teacher Support Program. Final Report.
Spuhler, Lee; Zetler, Alan
The purpose of the final report on the Montana Beginning Teacher Support Program (BTSP) is to provide a comprehensive description of all phases of the program as it was conducted from 1992 through 1995. The purpose of the BTSP was to study the effect of a formal mentorship relationship between master teachers (mentors) and teachers in their first year of teaching (mentees). The report presents a general summary of the BTSP intentions, the mentoring model utilized, the research design, and the results of the study. Chapter 1 begins with a general description of the study, and a short review of the relevant literature. Chapter 2 reviews the research for years two and three, focusing on a development model for the research, the research questions, and sample selection procedures, and looks at each of the three research questions: (1) performance and attitude indicators, data sources, and analysis; (2) association between context conditions and beginning teacher well being; and (3) options for broader mentorship structure in Montana. Chapter 3 summarizes the results of the study, outlining the performance and attitude indicators for topics evaluated by year: Year 1 (retention indicators, school district evaluation, individual professional development plans (IPDPs), and Concerns Model indicators); Year 2 (positive effects of mentoring); and Year 3 (mentor effectiveness, mentee's self-assessment, administrator's assessment of mentees, inservice participation; other growth indicators from administrators, administrator's attitudes toward BTSP programs, and mentor's attitudes toward program). Chapter 4 examines conclusions and interpretations of Research Questions 1 and 2. Chapter 5 outlines two recommendations for Research Questions 3. A budget report for 1992-1995 is included. Appendices include: Documents Generated from BTSP Study, and Concerns Model Questionnaire. (Contains 12 references.) (ND)
Descriptors: Administrator Attitudes, Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Faculty Development, Helping Relationship, Inservice Teacher Education, Interpersonal Relationship, Journal Writing, Master Teachers, Mentors, Models, Program Effectiveness, Teacher Attitudes, Teacher Certification, Teacher Persistence, Teacher Supervision
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: Montana State Board of Education, Helena.
Identifiers - Location: Montana