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" An Analysis of a Mentoring Program in a Northern New Jersey School District "
Yafar-Werman, Marta
Gutmore, Daniel
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1105411
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| Doc. No
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TLpq2309521905
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| Main Entry
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Gutmore, Daniel
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Yafar-Werman, Marta
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| Title & Author
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An Analysis of a Mentoring Program in a Northern New Jersey School District\ Yafar-Werman, MartaGutmore, Daniel
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| College
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Seton Hall University
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| Date
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2019
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| student score
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2019
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| Degree
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Ed.D.
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| Page No
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123
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| Abstract
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This case study examined a mentoring program in a northern New Jersey town, where experienced teachers helped novice teachers succeed in their careers. The aim of the study was to answer the following questions: What are teachers’ perceptions of mentoring programs on their development as educators? What are teachers’ perceptions of the ability of mentoring to shape their decision to remain in the profession? Each one of the articles cited in this study, whether the mentoring program took place in Macedonia, Pakistan, Israel, or the United States of America, agreed that the mentoring of novice teachers contributes to professional development as well as student outcomes. The case study was conducted with a qualitative approach using both a focus group and individual interviews. All of the participants in the mentoring program held regular group meetings. The researcher participated in several of these meetings and used this as her focus group. Everyone involved with the mentoring program, including its administrators, received invitations to participate in the study. The data show that the mentoring program in place was a professional development opportunity for mentees and mentors and it helped them evolve as professional educators. The data was inconclusive on the impact the program has on teacher retention. According to the data collected, the state reduction of funds to this researcher’s subject district will affect the availability of resources and opportunities. Teachers, mentors, and mentees may not find the same resources available to them next year. Novice teachers from the northern New Jersey district were committed to working hard and to responding to the demands imposed on them. Especially with the guidance of their mentors who were equally committed to facilitate and guide their mentees. This is all meaningless without an administration that nurtures eager mentors willing to support their mentees. The program in place was not flawless, but it was effective and collaborative. Potentially it had all of the elements to become flawless.
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| Subject
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Educational leadership
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