Tools

LEADER 04354cam a2200601 i 4500

001 on1419035489;

003 OCoLC;

005 20260527041749.0;

006 m o d ;

007 cr unu||||||||;

008 240126s2023 ncua obm 000 0 eng d;

035 a| (OCoLC)1419035489;

043 a| n-us-nc;

090 a| LB1731.4;

049 a| EREE;

100 1 a| Collins, Lori Frederick,e| author.?| UNAUTHORIZED;

245 14 a| The sweet spot of mentoring minds and building support /c| by Lori Frederick Collins.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (235 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 3.600 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed February 14, 2025).;

520 3 a| The Focus of Practice (FoP) of this Participatory Action Research (PAR) project was to develop mentors' knowledge, skills, and dispositions to identify and implement equitable classroom practices through coaching conversations with beginning teachers. The study examined what happens when mentors shift from essential check-ins with beginning teachers to meaningful coaching conversations around equitable practices. The setting was two elementary schools located in eastern North Carolina. During 21 months, I met with two school-based Lead Mentors who were co-practitioners and conducted three PAR cycles. The goal of each PAR cycle was to employ methodologies from community learning exchanges and engage the Co-Practitioner Research (CPR) group in a plan of action that improved what was currently taking place in schools. A new plan was implemented, followed by observations of Beginning Teacher (BT) Mentors and the effect within the context or setting of their classroom. The BT Mentor then conducted observations within the classroom of the BTs they directly supported using the same equitable practices, the Calling-On Tool. Explicitly, each lead mentor invited a BT mentor and the beginning teacher they supported to participate in using the Calling-On Tool. Lastly, both Lead Mentors and BT Mentors along with the BTs they directly supported reflected on their practices and the impact of equitable practices in the classroom, which revealed mentors need (a) knowledge of building safe environments that allow for belonging, (b) skills to implement equitable instructional practices that support learning for every child, and (c) the disposition that demonstrates behaviors impact positive relations. As a result, I developed a framework that creates a sweet spot for the mentor to support the beginning teacher by providing a sense of belonging that builds safety and trust in an equitable environment.;

504 a| Includes bibliographical references.;

650 0 a| Mentoring in educationz| North Carolina.=| ^A372418;

650 0 a| First year teachersz| North Carolina.=| ^A94425;

650 0 a| Elementary school teachersz| North Carolina.=| ^A29016;

650 0 a| Education, Elementaryz| North Carolina.=| ^A18465;

650 0 a| Educational equalization.=| ^A24637;

650 0 a| School environmentz| North Carolina.=| ^A11755;

653 a| Mentorship;

653 a| Mentor;

653 a| BT;

653 a| Relationships;

653 a| Safe School Environment;

653 a| Equity;

653 a| Equitable tools;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13240;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6302757;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302757-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/26/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302757-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/26/2024x| ETDz| HERESOURCE;

The sweet spot of mentoring minds and building support / by Lori Frederick Collins.

Author/creator	Collins, Lori Frederick author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (235 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Mentoring in education--North Carolina. First year teachers--North Carolina. Elementary school teachers--North Carolina. Education, Elementary--North Carolina. Educational equalization. School environment--North Carolina.

Summary	The Focus of Practice (FoP) of this Participatory Action Research (PAR) project was to develop mentors' knowledge, skills, and dispositions to identify and implement equitable classroom practices through coaching conversations with beginning teachers. The study examined what happens when mentors shift from essential check-ins with beginning teachers to meaningful coaching conversations around equitable practices. The setting was two elementary schools located in eastern North Carolina. During 21 months, I met with two school-based Lead Mentors who were co-practitioners and conducted three PAR cycles. The goal of each PAR cycle was to employ methodologies from community learning exchanges and engage the Co-Practitioner Research (CPR) group in a plan of action that improved what was currently taking place in schools. A new plan was implemented, followed by observations of Beginning Teacher (BT) Mentors and the effect within the context or setting of their classroom. The BT Mentor then conducted observations within the classroom of the BTs they directly supported using the same equitable practices, the Calling-On Tool. Explicitly, each lead mentor invited a BT mentor and the beginning teacher they supported to participate in using the Calling-On Tool. Lastly, both Lead Mentors and BT Mentors along with the BTs they directly supported reflected on their practices and the impact of equitable practices in the classroom, which revealed mentors need (a) knowledge of building safe environments that allow for belonging, (b) skills to implement equitable instructional practices that support learning for every child, and (c) the disposition that demonstrates behaviors impact positive relations. As a result, I developed a framework that creates a sweet spot for the mentor to support the beginning teacher by providing a sense of belonging that builds safety and trust in an equitable environment.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed February 14, 2025).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

The sweet spot of mentoring minds and building support / by Lori Frederick Collins.

Click here for more information about this title

Availability