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ERIC Number: ED463295
Record Type: Non-Journal
Publication Date: 2002-Feb-28
Pages: 24
Abstractor: N/A
Reference Count: N/A
Evaluation of a Teacher Mentoring Program Using a Mixed Methods Approach.
Trenta, Louis; Newman, Isadore; Newman, Carole; Salzman, James; Lenigan, David; Newman, David
This paper reports on an evaluation of a unique 3-year program designed to support new teachers in a school district. The emphasis in the evaluation was on the participation of the multiple stakeholders in the evaluation process, which was endorsed by the teachers union, school district administrators, and entry-year teachers. The people who are the intended focus of the Teacher Evaluation Program (TEP) are referred to as interns. Interns are assisted by consulting teachers who are experienced teachers assigned to orient, help, and evaluate the interns. Consulting teachers receive specific guidelines and must complete reports at given times in the TEP process. The case study began with a six-person focus group to discuss the TEP program. A quantitative and qualitative questionnaire was developed and revised, and then sent to approximately 200 participants. Responses from all stakeholders supported the mentor-evaluation program. Some stakeholders were more positive than others, but everyone believed the program worked. There was a high degree of comfort in having the same consulting teacher serve in both mentor and evaluator roles. Participants thought that the TEP should not be applied to all participants in the same way; experienced teachers newly hired should not receive the same focus as novice teachers. Participants also objected to the amount of record keeping required. (Contains 15 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A