Empowering Teachers through Collaborative Mentoring Designs: An Empirical Assessment.
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| Title: | Empowering Teachers through Collaborative Mentoring Designs: An Empirical Assessment. |
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| Language: | English |
| Authors: | Butler, E. Dean |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 1989 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Beginning Teachers, Career Ladders, College School Cooperation, Elementary Secondary Education, Higher Education, Mentors, Professional Development, Program Evaluation, Status, Teacher Attitudes, Teacher Interns, Teacher Orientation |
| Abstract: | In 1985 the College of Education at Memphis State University, in cooperation with several school districts, implemented teacher internship programs which focused on the induction process and mentor support systems. Collaborative arrangements associated with the internship designs included: (1) use of Tennessee career ladder teachers as mentors; (2) coordinated support by university faculty as pedagogical and content-area mentors; (3) instructional support for the schools; (4) facilitation of teacher recruitment through school-based referrals; (5) professional growth opportunities for teacher-mentors; (6) opportunities for creative school staff utilization and program development made possible by the presence of the interns; and (7) comprehensive assessment of beginning teacher competencies through use of the state's teacher evaluation plan. Early evaluations of this program revealed that participating teacher mentors reported finding personal and professional benefits associated with mentoring. This study sought to assess specific teacher empowerment dimensions realized through performance of mentor and cooperating teacher roles and to identify influential programmatic and personal factors. One notable finding was that consistently higher ratings of empowerment outcomes were reported by black mentors. Data is displayed in 11 Tables. (JD) |
| Entry Date: | 1989 |
| Accession Number: | ED307258 |
| Database: | ERIC |
| Abstract: | In 1985 the College of Education at Memphis State University, in cooperation with several school districts, implemented teacher internship programs which focused on the induction process and mentor support systems. Collaborative arrangements associated with the internship designs included: (1) use of Tennessee career ladder teachers as mentors; (2) coordinated support by university faculty as pedagogical and content-area mentors; (3) instructional support for the schools; (4) facilitation of teacher recruitment through school-based referrals; (5) professional growth opportunities for teacher-mentors; (6) opportunities for creative school staff utilization and program development made possible by the presence of the interns; and (7) comprehensive assessment of beginning teacher competencies through use of the state's teacher evaluation plan. Early evaluations of this program revealed that participating teacher mentors reported finding personal and professional benefits associated with mentoring. This study sought to assess specific teacher empowerment dimensions realized through performance of mentor and cooperating teacher roles and to identify influential programmatic and personal factors. One notable finding was that consistently higher ratings of empowerment outcomes were reported by black mentors. Data is displayed in 11 Tables. (JD) |
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