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Professional Development |
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This project dealt with the professional development experiences, requirements, and preferences of newly inducted teachers. The problem statement, research methodology, and project delimitation are presented in this chapter. In many schools and educational jurisdictions in the United States, newly inducted teachers have traditionally been required to fend for themselves in adjusting to their new responsibilities and tasks, and in seeking further professional development (Howley, 1985). Two results of this approach to professional development for new teachers are (1) a high turn over among newly inducted teachers (Clayton, & Wilson, 1984), and (2) a deteriorating quality of delivered education (Huling Austin, Barnes, & Smith, 1985). This project examined the professional development experi ences, requirements, and preferences of newly inducted teachers. The three fold purpose of the project was to (1) assess the types and modes of professional development experi ences of newly inducted teachers within the contexts of preferences and requirements, (2) assess the adequacy of pro cesses in place to accomodate the professional development pre ferences and requirements of newly indicted teachers, and (3) assess the implications for improvements in the in place pro cesses for the professional development of newly inducted teachers. The data required for this study were obtained throu
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They must be accepting of their proteges, and they must be willing to relate to them (Anderson, & Shannon, 1988).
Mentor Roles
In professional education, a mentor is a teacher teaching a teacher (Coughlin, 1986). As important as this role is, how ever, it is not the only role of the mentor. A mentor is also an advisor and a counselor for the protege (Anderson, & Shan non, 1988). Each of these roles requires of the mentor exper tise in conferencing.
Conferencing skills are particularly relevant in the men tor's role as a teacher. This special relevance results from the very nature of the mentor protege relationship. In such a relationship, it is quite easy for a mentor to overlook the fact that the protege is another adult, as opposed to a child
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or a pre adult in one of the mentor's classes (Beder, & Carrea, 1988).
Mentoring has been described as one "of the most complex and developmentally important" than an individual "can have in early adulthood" (Levinson, Darrow, Klein, Levinson, and McKee, 1978, 97). The basis of adult development derives from learn ing concepts in behaviorism, as expressed by B. F. Skinner, and others (Thies Sprinthall, & Sprinthall, 1987). In conferenc ing, protege
Category: Misc - P
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Lake City, Total Sample , Kimberly Quinn, Synthesis Adult, School District, Anderson Shannon, Classroom Interactions, Huffman Leak, Potential Teachers, Tornyay Thompson, professional development, lake city, salt lake city, salt lake, adult education, inducted teachers, site administrator, teacher professional, newly inducted teachers, newly inducted, professional education, site administrator participation, unified school, teacher professional development, lake city sacremento,
 = 8859
 = 35 (250 words per page)
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