Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled with new or inexperienced teachers who leave the school within a few years. To counter this problem, West Creek Elementary (pseudonym) introduced a comprehensive New Teacher Mentoring and Induction initiative. The program evaluation was a voluntary anonymous written survey with an optional in person interview conducted with the participants and administrators. Results indicated that the New Teacher Mentoring and Induction program was effective in enhancing teacher pedagogy, not effective in enhancing teacher retention, and that greater emphasis should be placed on addressing the stress and demands of working in a high pressure, results oriented environment.
","abstract_html":"<p> Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled with new or inexperienced teachers who leave the school within a few years. To counter this problem, West Creek Elementary (pseudonym) introduced a comprehensive New Teacher Mentoring and Induction initiative. The program evaluation was a voluntary anonymous written survey with an optional in person interview conducted with the participants and administrators. Results indicated that the New Teacher Mentoring and Induction program was effective in enhancing teacher pedagogy, not effective in enhancing teacher retention, and that greater emphasis should be placed on addressing the stress and demands of working in a high pressure, results oriented environment.</p>","abstract_has_math":false,"creators":["Baker-Drayton, Tamara"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Chair Carol A. Burg, Ph.D","Committee Member James L. Schott, Ph.D","Dean's Representative Brenda K. Hardman, Ed.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Mentoring","Teacher Retention","New Teacher","Title I","Curriculum and Instruction","Other Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/348","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chair Carol A. Burg, Ph.D","Committee Member James L. Schott, Ph.D","Dean's Representative Brenda K. Hardman, Ed.D"]},{"key":"dc:creator","label":"Author","values":["Baker-Drayton, Tamara"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-03-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mentoring","Teacher Retention","New Teacher","Title I","Curriculum and Instruction","Other Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/348"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled with new or inexperienced teachers who leave the school within a few years. To counter this problem, West Creek Elementary (pseudonym) introduced a comprehensive New Teacher Mentoring and Induction initiative. The program evaluation was a voluntary anonymous written survey with an optional in person interview conducted with the participants and administrators. Results indicated that the New Teacher Mentoring and Induction program was effective in enhancing teacher pedagogy, not effective in enhancing teacher retention, and that greater emphasis should be placed on addressing the stress and demands of working in a high pressure, results oriented environment.
"]},{"key":"dc:title","label":"Title","values":["An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School"]}]}],"canonical_facts":{"dc:contributor":["Chair Carol A. Burg, Ph.D","Committee Member James L. Schott, Ph.D","Dean's Representative Brenda K. Hardman, Ed.D"],"dc:creator":["Baker-Drayton, Tamara"],"dc:date.available":["2019-03-25T07:00:00Z"],"dc:description.abstract":["Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled with new or inexperienced teachers who leave the school within a few years. To counter this problem, West Creek Elementary (pseudonym) introduced a comprehensive New Teacher Mentoring and Induction initiative. The program evaluation was a voluntary anonymous written survey with an optional in person interview conducted with the participants and administrators. Results indicated that the New Teacher Mentoring and Induction program was effective in enhancing teacher pedagogy, not effective in enhancing teacher retention, and that greater emphasis should be placed on addressing the stress and demands of working in a high pressure, results oriented environment.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/348"],"dc:subject":["Mentoring","Teacher Retention","New Teacher","Title I","Curriculum and Instruction","Other Education","Teacher Education and Professional Development"],"dc:title":["An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}