The purpose of the study was to develop a mentor program for novice teachers that will ease the inevitable anxiety that occurs during the first year and increase the retention rate of new teachers to the profession and at Camden High School. The intern monitored this program as its coordinator and conducted mentor training through regular workshops.
Management decisions related to mentoring influenced the quality of instruction and learning of both mentors and novices. Camden High School transmitted the school culture to novice teachers in a well-developed program. Through interviews, surveys, classroom visitations, reflective journals, and personal contact with a mentor, the intern was able to compile data to determine the effectiveness of the program.
It was clear that teacher mentors who participated in this study were forced to analyze their own craft knowledge by making explicit what had become automatic over the years in their teaching. In observing the responses of novice teachers over time, the intern saw that with mentor assistance, things that were of concern to them when the school year began became less of an issue as the year progressed. Camden High School's program will be continued, and according to the participants, it reached its goals.
","abstract_html":"<p>The purpose of the study was to develop a mentor program for novice teachers that will ease the inevitable anxiety that occurs during the first year and increase the retention rate of new teachers to the profession and at Camden High School. The intern monitored this program as its coordinator and conducted mentor training through regular workshops.</p> <p>Management decisions related to mentoring influenced the quality of instruction and learning of both mentors and novices. Camden High School transmitted the school culture to novice teachers in a well-developed program. Through interviews, surveys, classroom visitations, reflective journals, and personal contact with a mentor, the intern was able to compile data to determine the effectiveness of the program.</p> <p>It was clear that teacher mentors who participated in this study were forced to analyze their own craft knowledge by making explicit what had become automatic over the years in their teaching. In observing the responses of novice teachers over time, the intern saw that with mentor assistance, things that were of concern to them when the school year began became less of an issue as the year progressed. Camden High School's program will be continued, and according to the participants, it reached its goals.</p>","abstract_has_math":false,"creators":["Holland, Nan L."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Johnson, Theodore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-04-16T07:00:00Z","date_published":"2002-04-16T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Camden High School (Camden, N.J.); Mentoring in education; Teachers, Probationary","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1450","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Theodore"]},{"key":"dc:creator","label":"Author","values":["Holland, Nan L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-16T07:00:00Z"]},{"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 School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Camden High School (Camden, N.J.); Mentoring in education; Teachers, Probationary","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1450"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to develop a mentor program for novice teachers that will ease the inevitable anxiety that occurs during the first year and increase the retention rate of new teachers to the profession and at Camden High School. The intern monitored this program as its coordinator and conducted mentor training through regular workshops.
Management decisions related to mentoring influenced the quality of instruction and learning of both mentors and novices. Camden High School transmitted the school culture to novice teachers in a well-developed program. Through interviews, surveys, classroom visitations, reflective journals, and personal contact with a mentor, the intern was able to compile data to determine the effectiveness of the program.
It was clear that teacher mentors who participated in this study were forced to analyze their own craft knowledge by making explicit what had become automatic over the years in their teaching. In observing the responses of novice teachers over time, the intern saw that with mentor assistance, things that were of concern to them when the school year began became less of an issue as the year progressed. Camden High School's program will be continued, and according to the participants, it reached its goals.
"]},{"key":"dc:title","label":"Title","values":["Implementing a teacher mentor program"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Theodore"],"dc:creator":["Holland, Nan L."],"dc:date.available":["2016-05-16T07:00:00Z"],"dc:description.abstract":["The purpose of the study was to develop a mentor program for novice teachers that will ease the inevitable anxiety that occurs during the first year and increase the retention rate of new teachers to the profession and at Camden High School. The intern monitored this program as its coordinator and conducted mentor training through regular workshops.
Management decisions related to mentoring influenced the quality of instruction and learning of both mentors and novices. Camden High School transmitted the school culture to novice teachers in a well-developed program. Through interviews, surveys, classroom visitations, reflective journals, and personal contact with a mentor, the intern was able to compile data to determine the effectiveness of the program.
It was clear that teacher mentors who participated in this study were forced to analyze their own craft knowledge by making explicit what had become automatic over the years in their teaching. In observing the responses of novice teachers over time, the intern saw that with mentor assistance, things that were of concern to them when the school year began became less of an issue as the year progressed. Camden High School's program will be continued, and according to the participants, it reached its goals.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1450"],"dc:subject":["Camden High School (Camden, N.J.); Mentoring in education; Teachers, Probationary","Elementary and Middle and Secondary Education Administration"],"dc:title":["Implementing a teacher mentor program"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:14:32Z"}