The Induction and Mentoring of Urban School Mentors Who Work With New and Beginning Teachers

The Induction and Mentoring of Urban School Mentors Who Work With New and Beginning Teachers

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Abstract:

The study found that the use of clinical supervision makes a significant impact to improve teachers' development and best practices to improve studnet learning during the induction years as a professional.

Most Common Document Word Stems:

teacher (101), supervis (44), clinic (38), school (27), develop (25), profession (24), effect (23), use (20), educ (20), teach (18), practic (16), studi (16), student (15), growth (15), induct (14), new (14), supervisor (13), reflect (13), mentor (11), chicago (11), research (10),

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Association:

Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org

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URL:	http://www.allacademic.com/meta/p207575_index.html
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MLA Citation:

Jerich, Ken. "The Induction and Mentoring of Urban School Mentors Who Work With New and Beginning Teachers" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, Feb 07, 2008 <Not Available>. 2009-05-23 <http://www.allacademic.com/meta/p207575_index.html>

APA Citation:

Jerich, K. , 2008-02-07 "The Induction and Mentoring of Urban School Mentors Who Work With New and Beginning Teachers" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA Online <PDF>. 2009-05-23 from http://www.allacademic.com/meta/p207575_index.html

Publication Type: Individual Paper
Abstract: The study found that the use of clinical supervision makes a significant impact to improve teachers' development and best practices to improve studnet learning during the induction years as a professional.

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Document Type: PDF

Page count: 5

Word count: 2520

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Section I: Content A. Statement of the issue: A perplexing issue today is the ways in which teachers received instructional feedback on their teaching during their induction years promoting authentic teacher growth and development that is meaningful and significant to them in their careers. One style of instructional supervision at the advanced level for teacher evaluation that promotes teacher growth and development is known as clinical supervision. Hence two major questions framed this research study. First to what extent

26 January 2007 p. 20. Schon D.A. (1987). Educating the reflective practitioner: San Francisco: Jossey-Bass. Schon D.A. (2000). The Reflective practitioner: How professionals think in action. New York: Basic Books; Argyris C. & Schon D.A. (1974). Theory in practice: Increasing professional Effectiveness. San Francisco: Jossey-Bass. Smith H.P. (1950). A study of the problem of beginning teachers. Educational Administration and Supervision 36 257-264. Thompson J.R. (1997). Integrating the Mentorship Factor into the Clinical Supervision Model. paper ED411235. Zeichner K. M.

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