Mentoring novice teachers in selected Modern Orthodox Jewish day schools

Abstract

Mentoring novice teachers has been in the forefront of education in the United States since the 1990's to support beginning teachers and reduce the high rate of teacher attrition.;The purpose of this study was three fold: (i) to investigate whether mentoring for Jewish studies teachers for grades 1-8 existed in Modern Orthodox Jewish day schools; (ii) to determine whether it was provided formally or informally; and (iii) to evaluate whether the participants involved reported the same benefits that numerous studies have found in public education.;A researcher constructed questionnaire was distributed to 13 Modern Orthodox Jewish day schools all members of Association of Modern Orthodox Day Schools (AMODS). The principals, veteran teachers, and novice teachers were asked to respond to the questionnaire. Eleven schools participated in the study: 9 principals, 11 veteran teachers and 15 novice teachers. Responses for each school were coded, summarized, then compared with each of the other schools.;In this study all of the principals reported that they indeed have a mentoring program. Veteran teachers reported that they were either selected by the principal or self selected as mentors but had not received mentor training. However, most of the novice teachers reported that they were not assigned a mentor. What was reported as mentoring in the participating schools during the study period, did not meet the criteria developed both in theory and in practice as found in the literature and review.;Based on the study's findings the following recommendations were made: Principals and teachers in Modern Orthodox Jewish schools should become familiar with the literature on mentoring. Additionally, these schools could benefit from connecting with the major organizations that study and support the educational mentoring process. More research is needed on how to overcome past reluctance to take advantage of such opportunities.