Date of Award

3-27-2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Sherryl Houdek

Abstract

Each year across the nation, novice teachers are hired to begin their first year of teaching in an elementary classroom. They are licensed and eager to launch their new educational career. Unfortunately, neither a high grade point average nor unbridled enthusiasm could truly prepare today's teachers for all that transpires within a school culture, its community, and the classroom. It is not uncommon for first-year teachers to become disillusioned and isolated in the professional community they had such passion to join. This comparative case study examined the mentoring of two first-year teachers participating in a formal or informal mentoring program, the mentoring program structure of each program, and its effect on the first-year teacher's experience. One public school district in this study implemented a formal mentoring program and provided a full-time, site-based mentor teacher. The second public school district assigned a classroom teacher to informally mentor the first-year teacher. Qualitative case study methods were used, including observations, interviews, and school-related document review. For the purposes of this study, participants included two first-year teachers, one full-time, site-based mentor teacher, an assigned mentor who also served as a full-time classroom teacher, two elementary school principals, and one university formal mentoring program supervisor. Findings indicated that a successful mentoring program should include a structure of time and clear expectations. All participants must understand their roles and communicate frequently. Time for collaboration, reciprocal observation, and reflection must be built into the school day. When teachers are given time and have clearly defined expectations, interactions become focused on teaching improvement, and first-year teachers grow to be reflective risk-takers in their approach to instruction, conducting ongoing action research within their classroom, while increasing student engagement and achievement. This research also affirmed the importance of a collaborative culture. Mentoring as professional development is valuable for the first-year teacher and veteran teachers alike. When schools embrace a common vision of good teaching, work as a team, and are guided by an understanding of learning and collaboration, there are opportunities for teachers to build trusting human connections with each other and with students.

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