The Utah Mentor Teacher Academy: Evaluation of a Statewide Mentor Program

Abstract

The Utah Mentor Teacher Academy has existed since 1986, but no data were available to indicate whether or not mentors actually disseminated their skills and knowledge. This study of dissemination by mentors was conducted in three phases. Phase I used statewide mentor, principal, and special education director questionnaires; Phase II used general faculty questionnaires in selected schools; and Phase III involved focus group interviews with selected mentor clients. The data revealed that the majority of mentors disseminated their skills and knowledge through inservice and consultation. Behavior management was the topic most often addressed, followed by other topics pertaining to the needs of students at risk. Characteristics of effective mentors were derived from focus group teacher comments.

Special Education Teacher Supply and Teacher Quality: The Problems, The Solutions

“…Further, mentors or cooperating teachers are trained and often involved in other levels of professional development such as training as the state assessor. Not surprisingly, mentors report improvements in their own teaching, which is consistent with other studies reporting this value-added effect (Gibb & Welch, 1998). Connecticut's induction program exemplifies its comprehensive commitment to improve teaching and learning.…”

Special Education Teacher Supply and Teacher Quality: The Problems, The Solutions

“…Not surprisingly, mentors report improvements in their own teaching, which is consistent with other studies reporting this value-added effect (Gibb & Welch, 1998 We are beginning to gain evidence outside the state of Connecticut that induction is dramatically reducing the attrition rates among new teachers. For example, the California Beginning Teacher Support and .Assessment program (BTSA) has reduced attrition rates among all new teachers by 66% (Berry, 2001).…”

Special Education Teacher Leadership in Jordan: Current State and Constraints

“…Billingsley [14] proposed that school districts capitalise on experienced special educators. The importance of experience in defining Lead Teachers may be due to that fact that experienced teachers can provide useful information through modelling teaching strategies, guiding and mentoring teachers and offering the psychological and emotional support teachers may require [69]. Beginner teachers, by contrast, might merely be struggling to survive in the profession during their first period of teaching [14].…”

“…The provision of support for teachers to develop as leaders may be a crucial component of leadership advancement [68]. Experienced teachers may work as mentors who guide teachers in their leadership responsibilities and offer psychological support [69]. The literature emphasises that TL is not just concerned with teachers developing individually, but a central role of teacher leaders is one of helping colleagues to try out new ideas and encouraging them to adopt leadership roles [23].…”