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Empowering Teachers through Collaborative Mentoring Designs: An Empirical Assessment.

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Title: Empowering Teachers through Collaborative Mentoring Designs: An Empirical Assessment.
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
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: ED307258
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Empowering Teachers through Collaborative Mentoring Designs: An Empirical Assessment.
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+E%2E+Dean%22">Butler, E. Dean</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1989
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Ladders%22">Career Ladders</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Status%22">Status</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Interns%22">Teacher Interns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Orientation%22">Teacher Orientation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1989
– Name: AN
  Label: Accession Number
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  Data: ED307258
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED307258
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Career Ladders
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Status
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Interns
        Type: general
      – SubjectFull: Teacher Orientation
        Type: general
    Titles:
      – TitleFull: Empowering Teachers through Collaborative Mentoring Designs: An Empirical Assessment.
        Type: main
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          Name:
            NameFull: Butler, E. Dean
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      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 1989
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