A study of recognized school districts whose organizational mechanisms produced successful teacher mentoring programs

In recent years, educators and schools districts as organizations have been responding to a rapid turnover in the teaching ranks, increased pressure to ensure new teacher's possess a demonstrated competence of professional standards, and documented data that clearly illustrates a poor retention rate for new or novice teachers who are not supported or assisted. Educational leaders have been presented with research that cites concern over the quality of novice professionals. In response, over half the states in the nation mandate some level of mentoring for first year and beginning career teachers. The development of quality teacher induction and mentoring programs is of increased interest and need to school districts and educational leaders.;The purpose of this study was to describe and explain the operational mechanism present in school districts recognized for their teacher mentoring programs. Attention was directed to mechanisms that lend support to system-wide characteristics that enhance or improve mentoring in a culture of collaboration, shared leadership, and learning. The study was conducted to help other school organizations and leaders develop a teacher mentoring system that endures and enhances the organization as a whole.;Four questions and concepts were addressed: (1) Description of the training of mentors and the establishment of best practices. (2) The degree and level of collaboration and shared leadership in mentor program development and implementation. (3) The description of resources used in the development implementation of the program. (4) The results of the program as it impacts new teacher retention and attitude.;The study was conducted with the explanation of artifacts and in-depth onsite interviews with leadership, mentors, and mentees of three school districts. The information obtained provided the basis of understanding and observing the successful organizational mechanisms in the school district.;The information obtained in this study led to the following findings and conclusions: (1) A teaching or instructional model of best practices enhances the mentoring program, the relationship between mentors and mentees, and the entire school district culture of common language. (2) Successful mentoring programs have strong and competent leadership, either teacher-based, administrative-based, or shared. (3) The development and implementation of a mentoring program is advanced rapidly where there exists a collaborative environment and a culture of trust and strong relationships. (4) Mentoring can both fulfill and lend to the concept of professional learning communities. (5) A mentoring program and culture of assistance that's centered around best practices and relationship-based will improve teacher retention. (6) Teacher mentoring is a strong component in districts with established professional development priorities. (7) Teacher mentoring programs build improved reflection and contractual skills in both mentors and mentees.;Implications for further study point to the need to determine the connection between successful mentoring programs and student learning, the changes in individual and organizational capacity a successful mentoring program develops, the pace and success at which novice teachers become mentors and how efficiently organizations who maintain or improve the mechanisms associated with teacher mentoring affect the process.