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ERIC Number: EJ1147929
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0009-8655
Using Mentoring, Coaching, and Self-Mentoring to Support Public School Educators
Carr, Marsha L.; Holmes, William; Flynn, Kelly
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v90 n4 p116-124 2017
Assimilating new teachers into schools is a critical component of administrative responsibility and sustainability. About 580 000 teachers (17% of all teachers) were newly hired at their school, according to the US Department of Education. Most of these positions were created because of "teacher turnover." Some of these newly hired teachers filled new teaching positions in the workforce as well--which grew by three percent over the previous two years. As this number rises, there is a concentrated effort by building administrators to provide support and resources for beginning teachers to help eliminate teacher turnover and strengthen staffing at schools. Support for new teachers varies from district to district and even from school to school. Traditional induction programs offer mentoring and coaching methods. More recently, the concept of self-mentoring emerged. The purpose of this paper is to introduce the concept of self-mentoring as a tool for beginning teachers.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A