Mentoring Matters: An examination of the mentoring practices at an independent school

Abstract

Looking at several mentoring programs at an independent school on the east coast, this project focuses on a two year program being used as a new teacher induction program. In collaboration with a major US university, the program places new teachers from traditionally underserved communities at an independent school where they teach a reduced course load while learning to serve as a teacher, coach, and advisor. The study focuses on the psychosocial, institutional and networking supports provided by the school and the results in new teacher turnover as a result.