Virginia, like many states and school districts has enacted beginning teacher induction programs which include the assignment of an experienced teacher or mentor to assist each beginning teacher. Unique to Virginia programs is that while support for program development has been provided by the Virginia Department of Education, specific guidelines on mentoring activities have not been mandated. Instead, local school districts have had the autonomy to make their own decisions regarding the exact structure of the program. The purpose of this study was to investigate the mentoring activities and perceived benefits and concerns related to mentoring as reported by mentees and mentors in ten Virginia mentoring programs. Three hundred sixty-six mentor/mentee dyads representing K-12 general and special education teachers in ten school divisions throughout Virginia were contacted. Of them, 157 mentees and 198 mentors participated in the study. using survey research methods participants were asked on a 23-item questionnaire to describe activities, benefits and concerns related to mentoring and their mentor programs. Data collected through the written survey questions were analyzed using both quantitative and qualitative methods. The results indicated that most mentees and mentors thought the mentoring program was beneficial. Many activities came about as a result of the mentoring relationship. These include collaborating and conferring about lesson plans, materials, classroom management, instructional techniques, and discussion of curriculum. The program provided a collegial relationship giving mentees emotional support and encouragement. In addition, mentees felt they learned new teaching techniques and strategies, better Classroom management, and how to pace instruction more effectively. Mentors liked the recognition they received from being selected as a mentor and enjoyed the sharing of professional information with mentees. The major concerns expressed by both mentees and mentors were a lack of release time to observe, have conferences or collaborate and the lack of specific role definitions for the job as mentor. Given these concerns, it makes sense that school divisions ought to give more direction to defining the role of a mentor and insure release time to give them more opportunities for professional development. / Ed. D.

This study examined the teaching performance, academic achievement, and perceived staff value of teachers recruited through the Chesapeake Career Commitment Program as compared to those teachers recruited through a more traditional method. The problem statement of this study was to determine what differences existed between the Career Commitment teachers and the traditionally recruited teachers. Grade point averages, scores on the National Teachers Examination, evaluation of teaching performance by the respective principals, evaluation of teaching performance by the central office evaluator, and the staff value of teachers expressed by ranking scores were analyzed for both the Chesapeake Career Commitment teachers and the traditionally recruited teachers. Additionally, the reasons stated of both groups for accepting employment with Chesapeake Public Schools, and the retention rate for both groups was investigated. The subjects in this study were the 1985 Career Commitment teachers and certain selected teachers who were matched with the career teachers. The matched teachers were selected because they had not taught before and were assigned to the same school as was a Career Commitment teacher. Related literature was examined regarding supply and demand of teachers, recruitment, the need for quality teachers, measures of academic achievement, teacher retention and the development of Chesapeakes' Career Commitment Program. The findings reveal a measurable difference between the performance of teachers recruited through the Career Commitment Program and those teachers recruited in the traditional method exists. Findings suggest that: (1) the Chesapeake Career Commitment Program is very successful and should not only be continued but expanded beyond the present scope, and (2) that it may, if properly structured be equally effective to recruit and hire teachers prior to conclusion of all classwork and student teaching rather than observe the traditional delay until all educational work is completed. The principals, as a group, viewed the Career Commitment teachers as being more of a staff asset than the traditionally recruited teachers. / Ed. D.