Thursday, March 28
4:00 PM-5:00 PM
CDT
Grand Ballroom C

Using Technology to Develop a Mentoring Continuum: From Pre-Service to Second-Year of Service

Roundtable ID: 38629
  1. Farrah Jackson
    Elizabeth City State University
  2. aaa
    Nancy Ruppert
    University of North Carolina Asheville
  3. aaa
    Denise Johnson
    Winston-Salem State University

Abstract: Supporting new teachers has been a long standing tradition for local universities and a definite need for schools and districts. Data reveals that providing support to new teachers positively impacts their satisfaction, performance, and retention. Oftentimes, however, this level of support is divided as pre-service teachers are traditionally supervised and supported by teacher education programs with much of the support and supervision transitioned to schools and districts once they graduate. In addition, pre-service teacher are sometimes supported in colleges and universities which differ from the models used in districts. The session will describe how a beginning teacher support model piloted in a teacher education program with pre-service teachers and in-service graduate students was developed into a state-wide model that was used to support novice math teachers within the first two years of teaching.

No presider for this session.

Topic

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