What Is The Reflection Of Mentoring Teachers Towards Excellence?

Criminologist James Fox of Northeastern University predicts that murders committed by teens will skyrocket as the population of kids 10 and under is higher than population of 21st century teens by 20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or experienced in different areas. The goal is to make them leaders. (Patterson)

Mentoring KTIP interns and students teachers has allowed me to foster professional relationships to improve teaching and increase student learning. My coaching centers on building upon the mentee’s

Results of Mentor Teacher Discussions: We again touch on the topic of never stopping with a child, even though a child might be greatly above the grade they are in or the grade you are teaching it’s highly important to go find more challenging work for them to be successful.

Woullard, R., & Coats, L.T. (2004). The community college role in preparing future teaches: The impact of mentoring program for preservice teachers. Community College Journal of Research and Practice, 28, 609-624.

I have not yet worked in a school setting, but I have worked in several agencies and offices where collaboration with colleagues was present. One agency I have worked in was a domestic violence shelter, which housed up to forty-five women and children. In addition, we ran a twenty-four hour crisis hotline, provided individual and group counseling services, and educated those out in the community about domestic violence. It took a lot of collaboration with colleagues to have the agency run smoothly and effectively. When issues arose with clients staying in the shelter, my colleagues and I would met to discuss the issues and how we were going to work together to solve them. Together we were able to discuss all of these factors and agree upon

They believe that a comprehensive, multi-year induction program will assist with the many struggles of new teachers. States with more comprehensive policies have positively impacted the design and implementation of high-quality induction and mentoring programs. The NTC reviews existing policies in relation to the 10 key criteria most important to high-quality induction and mentoring programs for new teachers. The results of the review suggest the following: some states are exemplars in providing induction and mentoring support according to the 10 key criteria; no single state has perfected the programs, and half of the state do not require induction and mentoring

The risk of losing beginning teachers has been an issue in the United States for a long time. An immense amount of research has been conducted exploring why beginning teachers are leaving the profession. Fantilli and McDougall’s (2009) pointed out that beginning teachers have the same responsibilities and requirements as veteran teachers, but in addition to these factors, feel the additional pressure that most people feel starting a new vocation. As a result, beginning teachers spend “a disproportionate amount of time and effort simply to keep their heads above water” (p. 814). In the article Hello, Goodbye: Exploring the Phenomenon of Leaving Teaching Early, a qualitative study was conducted to explore why beginning teachers are leaving the profession. Through an interview process, former beginning teachers identified negative factors that influenced their decision to leave the profession. These factors included working with unmotivated colleagues, feeling isolated, feeling that they did not receive support or recognition from administration, dealing with administrative problems, and not having flexibility and freedom to decide how they teach in their classrooms.

I serve as a second year Fellow with the Beginning Teachers Leadership Network (BTLN) and we collaborate on policy and pedagogue issues and I am excited to be a presenter at our monthly meetings to share resources, content and instructional skills with the other

As a student in the Education Department at Saint Mary’s College, I have been assigned a set of eight standards to fulfill before graduation. Having these standards guides all students in becoming the necessary well-rounded teacher candidates needed to go into the field of education and ultimately becoming a successful teacher in the future. Each standard relates to a different area, including having a broad and comprehensive understanding of learning processes, the professional environment, and content. Throughout the last two years, I have had a number of opportunities, both in the field and in my classes at Saint Mary’s, to meet these eight standards.

As education continues to evolve teachers must be prepared to evolve with it, educators must participate in programs that will enhance their abilities to educate their pupil’s. Furthermore, an educator must continue to work on their craft and new techniques to keep their students engaged in their daily lesson. However, if the federal government continues to provide funding for each state public education, state will continue to provide incentives and mentorship programs for educators in their state. These invectives have proven vital to educator’s overall success in their classroom. Each state should develop a mandatory mentorship program which requires new teachers to participate in for the first few years of their career. As far as the more

The New Teachers Mentoring is an outside organization designed to work with new teachers however; the program is not really implemented as it should be. The program has been in place for quite some time. The Sustainability Report was designed to establish a working relationship between the Mentor and Mentee with tools, structures, and ideas for working together effectively and to ensure the ultimate scale of stainability of the change of strategy. It is very important that this program is revised and reinstated to insure that teacher needs are met in and out of the classroom so that the retention rate is a thing of the past. The overall staff is mostly tenure teachers and there are many teachers that will soon retire

The key to success lies in the ability to collaborate with others, which requires interpersonal skills. Throughout my profession, I have maintained a positive rapport with colleagues, parents, students, and administration. I attribute these productive partnerships partly to my attitudes about and toward others. By effectively communicating, listening, and questioning, coupled with a friendly demeanor, others find me approachable and a person with whom they easily work. These traits will contribute to my achievement as a literacy coach if selected for this position.

My life, admittedly, has been one of grace and privilege. I was born into a loving home and grew up attending church with my mother and two sisters. My father, while unsaved, was exemplary in his provision for our family. To date, I have attended three excellent institutions of higher education and currently am serving full-time within a ministry of consequence - one that actively seeks to make disciples both locally and internationally. Throughout my life I have had men and women mentor me. I thank God for my parents, for my coaches, for multiple Sunday school teachers, employers, professors, and pastors who shared their life with me. I am indebted to them.

Boren (2017) Reviews a good, better and the best approach to coaching teachers. He describes the capacity of building teams and having team leaders as the best approach, but he cautious to not become limited in our approach. By the same token, the chapters in Grogan (2003) all focused on the development of teacher expertise through coaching, building up teacher leaders and leadership teams.

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having