Beginning Teachers’ Experiences Working in a Low-Performing School with a Non-District Affiliated New Teacher Support Coach
Keywords: Beginning Teachers, Induction, Mentoring
AbstractAlthough most schools and districts today provide induction programs including assignment of mentors to beginning teachers, the problem of retaining teachers past their first three years remains a critical problem, particularly in low-performing schools. Research often excludes the voices of beginning teachers who are often written about instead of being allowed to express their own experiences. This qualitative study focuses on the North Carolina New Teacher Support Program, a Race-to-the-Top funded induction program that provides additional support to any beginning teacher hired in a high-needs school. The program provides teachers a new teacher support coach who is not affiliated with the district but instead an anchor university. This study examined the experiences of 14 beginning teachers working in low-achieving schools with the support of a coach. Findings suggest that that beginning teachers valued the support provided by their coach, and that this support had a positive impact on their development.
This Agreement (the “Agreement”) is made by and between __________(“Author(s)”) and "JAEPR” (the “Journal”).Author AgreementBy submitting this research article entitled “_____________” ('article')to (JAEPR) published by the J. Murrey Atkins Library at the University of North Carolina at Charlotte, the Author(s) certify that:I. Warranties:A. Author __________(name) is legally authorized and possesses full power and authority on behalf of my co-authors [list names] to enter into this Agreement.B. Author warrants, on behalf of all article authors, that:a. the article is original, has not been formally published in any other peer-reviewed journal, is not under consideration for publication by any other journal and does not infringe any existing copyright or any other third party rights;b. The named authors (above) are the sole author(s) of the article. Any co-author not signing this Agreement personally has granted full authority to [named author in I.A.] to enter into this agreement of his/her behalf and to grant the following rights to JAEPR set forth below.c. the article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract.II.CopyrightAuthors who publish with this journal agree to the following terms:a. Author(s) shall retain copyright to the article but grant the Journal right of first publication, and the irrevocable right to perpetually disseminate the article as part of the Journal subject to the Creative Commons Attribution License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.b. Beginning one year after the date of formal publication of the article, Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work and subject to the Creative Commons Attribution License (e.g., post it to an institutional repository or publish it in a book), subject to a proper acknowledgement of its initial publication in this journal: “This article was originally published in the Dialog (Vol., Issue, Year).”III. Indemnification.Author shall indemnify, defend, and hold harmless the Journal from any and all claims, liabilities, damages, expenses (including attorneys’ fees and expert costs’, penalties, fees, if any arising from enforcement of this Agreement and/or related to claims of infringement of copyrights or proprietary rights allegedly contained in the Article , or resulting from a claim of defamation, obscenity, or invasion of privacy based upon or arising out of the publication of the Article or any other breach of warranty as set forth in No. 1.