THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION
Patrick, Ervin D
This study was designed to improve the current beginning teacher support program and address the problem of beginning or early career teachers leaving the district. Researchers have found that as many as 50% of teachers leave the profession within their first five years of teaching (Darling-Hammond & Sykes, 2003). This study proposed changes to the Beginning Teacher Support Program that would positively impact the turnover rate. The study focused on Craven County Schools, located in eastern North Carolina. The district has experienced three consecutive years of teacher turnover greater than 15%, causing a high degree of concern within the district. This improvement study was conducted following a small-scale proof of concept in an elementary school within the district. Supporting this study is the model of improvement offered by Langley et al. (2009), joined with the methodology of Improvement Science. There were five improvement strategies implemented in the school during the study including: (a) mentor beginning teachers through years four to six, (b) employ an experienced Exceptional Children's teacher as a beginning teacher mentor, (c) assign buddy teachers in the same subject as the beginning teacher, (d) employ additional beginning teacher mentors and (e) implement mentor and beginning teacher support meetings. The goal of this study and the implementation of these strategies was to reduce teacher turnover to 10% in the school. Although the goal was not reached during the current school year, at the conclusion of the study, the improvement strategies were deemed effective and comprehensive enough for a large-scale implementation across the district.
Patrick, Ervin D. (April 2018). THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/6720.)
Patrick, Ervin D. THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION. Doctoral Dissertation. East Carolina University, April 2018. The Scholarship. http://hdl.handle.net/10342/6720. October 16, 2018.
Patrick, Ervin D, “THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION” (Doctoral Dissertation., East Carolina University, April 2018).
Patrick, Ervin D. THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION [Doctoral Dissertation]. Greenville, NC: East Carolina University; April 2018.
East Carolina University
Showing items related by title, author, creator and subject.
TEACHER LEADERSHIP PRACTICES IN SUCCESSFUL ELEMENTARY SCHOOLS : A STUDY OF THE IDENTIFICATION, DEVELOPMENT, AND UTILIZATION OF TEACHERS AS LEADERS IN CONSISTENTLY HIGH PERFORMING ELEMENTARY SCHOOLS IN EASTERN NORTH CAROLINA Lewis, David A. (East Carolina University, 2014)This dissertation examines the identification, development, and utilization of teachers as leaders in thirteen high performing elementary schools across nine districts in eastern North Carolina. Survey data on these schools ...
Delano-Gemzik, Jennifer (East Carolina University, 2017-04-19)This study captured and obtained a deeper understanding of teachers’ perceptions regarding the elements that most impact their decision to remain in the profession. This study used the InQuiry process to investigate the ...
ADVANCING THE SCIENCE OF HIRING TEACHERS : AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT McRae, Jonathan Styers (East Carolina University, 2014)This study examined the effect of teacher characteristics on student achievement as measured by the 2011 North Carolina End-of-Course English I exam. The purpose of this study is to identify teacher characteristics with a ...