Document Type
Article
Publication Date
Spring 2022
Abstract
Research findings show that mentoring programs have lacked consistency and accountability in schools, leaving new teachers behind and unprepared for their first years of teaching. Past studies have also documented beginning teachers' practices, wellbeing, and retention; mentoring programs; school leadership and support; and pre-service and induction programs. With research findings in mind, a school improvement plan was created to revise an existing mentoring program toward greater teacher efficacy. This plan improved a current mentoring program to create a successful induction process for new teachers, along with more consistency and accountability for mentors.