Doing More with Less: How to Maintain the Integrity of Beginning Teacher Support Programs

Autor/inn/en	Marker, Kathryn; Mitchall, Allison; Lassiter, Steve M., Jr.
Titel	Doing More with Less: How to Maintain the Integrity of Beginning Teacher Support Programs
Quelle	In: Journal of Cases in Educational Leadership, 16 (2013) 1, S.73-81 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458913478422
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; Teacher Persistence; Mentors; Elementary School Teachers; Program Implementation; Integrity; Case Studies; Rural Schools; School Districts; Financial Support; Budgets; Educational Quality; Administrator Role; Principals; North Carolina + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Integrität; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Finanzielle Förderung; Finanzhaushalt; Quality of education; Bildungsqualität; Principal; Schulleiter
Abstract	Teacher retention is of critical concern in rural and high-poverty districts. This case study describes one school’s challenges following the district's budget cuts that eliminated funding for schools' mentor programs. The mentor coordinator at this elementary school faces several dilemmas as she attempts to maintain high-quality support for the beginning teachers. Complicating the school's efforts are the increasing demands made of the veteran staff as they try to do more with less in several areas. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10