The purpose of this study was to develop and implement a new and effective beginning teacher support network at Paulsboro High School using an action research approach. During the study, a total of ten teachers participated ranging from one to two in years of experience in teaching at Paulsboro High School. The primary data collection techniques used in the study was surveys and one-on-one interviews with all of the teachers. The survey instrument was given to all of the teachers and one-on-one interviews were conducted before school, after school, or during common planning periods. The major finding of the project was that the district needed to provide better support for all of the new teachers entering into the district. This support was found to be both formal and informal in nature through better training of the staff prior to the start of their careers as well as more careful pairing of the new teachers with their mentor teachers leading to a more successful mentoring program. These two suggestions were proposed to the administration of the school district with the idea of increasing student achievement through better teacher performance.
","abstract_html":"<p>The purpose of this study was to develop and implement a new and effective beginning teacher support network at Paulsboro High School using an action research approach. During the study, a total of ten teachers participated ranging from one to two in years of experience in teaching at Paulsboro High School. The primary data collection techniques used in the study was surveys and one-on-one interviews with all of the teachers. The survey instrument was given to all of the teachers and one-on-one interviews were conducted before school, after school, or during common planning periods. The major finding of the project was that the district needed to provide better support for all of the new teachers entering into the district. This support was found to be both formal and informal in nature through better training of the staff prior to the start of their careers as well as more careful pairing of the new teachers with their mentor teachers leading to a more successful mentoring program. These two suggestions were proposed to the administration of the school district with the idea of increasing student achievement through better teacher performance.</p>","abstract_has_math":false,"creators":["Jones, Thomas P."],"institution":null,"degree_name":"M.A. in Educational Leadership","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Kern, Robert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-04-14T07:00:00Z","date_published":"2005-04-14T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["First year teachers--New Jersey; Teachers--Training of--New Jersey","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1018","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kern, Robert"]},{"key":"dc:creator","label":"Author","values":["Jones, Thomas P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["First year teachers--New Jersey; Teachers--Training of--New Jersey","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1018"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to develop and implement a new and effective beginning teacher support network at Paulsboro High School using an action research approach. During the study, a total of ten teachers participated ranging from one to two in years of experience in teaching at Paulsboro High School. The primary data collection techniques used in the study was surveys and one-on-one interviews with all of the teachers. The survey instrument was given to all of the teachers and one-on-one interviews were conducted before school, after school, or during common planning periods. The major finding of the project was that the district needed to provide better support for all of the new teachers entering into the district. This support was found to be both formal and informal in nature through better training of the staff prior to the start of their careers as well as more careful pairing of the new teachers with their mentor teachers leading to a more successful mentoring program. These two suggestions were proposed to the administration of the school district with the idea of increasing student achievement through better teacher performance.
"]},{"key":"dc:title","label":"Title","values":["A new beginning teacher induction program"]}]}],"canonical_facts":{"dc:contributor":["Kern, Robert"],"dc:creator":["Jones, Thomas P."],"dc:date.available":["2016-04-13T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to develop and implement a new and effective beginning teacher support network at Paulsboro High School using an action research approach. During the study, a total of ten teachers participated ranging from one to two in years of experience in teaching at Paulsboro High School. The primary data collection techniques used in the study was surveys and one-on-one interviews with all of the teachers. The survey instrument was given to all of the teachers and one-on-one interviews were conducted before school, after school, or during common planning periods. The major finding of the project was that the district needed to provide better support for all of the new teachers entering into the district. This support was found to be both formal and informal in nature through better training of the staff prior to the start of their careers as well as more careful pairing of the new teachers with their mentor teachers leading to a more successful mentoring program. These two suggestions were proposed to the administration of the school district with the idea of increasing student achievement through better teacher performance.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1018"],"dc:subject":["First year teachers--New Jersey; Teachers--Training of--New Jersey","Educational Leadership"],"dc:title":["A new beginning teacher induction program"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Educational Leadership"]},"updated_at":"2026-07-24T04:13:52Z"}