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ERIC Number: ED568959
Record Type: Non-Journal
Publication Date: 2014
Pages: 247
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-7737-7
New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth
McManus, Philip B., II.
ProQuest LLC, Ed.D. Dissertation, Boston College
This qualitative case study examined the structures and conditions in one Massachusetts school district that supported new teachers. Data was gathered from semi-structured interviews with teachers and administrators, artifact analyses and participant observations of district meetings. While the existing literature on new teacher support focuses on mentoring as the primary means of induction, study results indicated that the district supported new teachers through building a collaborative atmosphere where new teachers regularly meet with veteran teachers in their subject area and grade level; weekly meetings with mentor coordinators; and strong principal support. However, new teachers were not formally assigned a mentor, which can leave them without a primary support person. Recommendations are made to formalize the mentoring program, to provide a mentor coordinator for each building, and to involve principals more formally in the induction program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts