1. Matthew J. Piotrowsky
HRD 830
Clemson University

2.  Leave classroom or leave career field all
together
 Reasons:
 Loeb et al., 2005
 High poverty, lack of…..
 Smith & Ingersoll, 2004
 As much as….

3.  Combine Coaching (Finnerty, 1996) and
Mentor and Induction Programs

4.  Conway et al., 2002
 Induction refers to….

5.  Finnerty, 1996
 Typically, mentoring…
 Conway et al., 2002
 Provide training, strategies…

6.  Finnerty, 1996, p. 416
 Coaching is the process….
 Coaching is the ongoing guidance….

7.  Finnerty, 1996
 Identify….
 Key players
 Define…
 Conway et al., 2002
 Observation
 Two types..
 Identify the necessary resources for success
 Professional Development

8.  Proactive Intervention
 Mentor/Peer Coaching
 Induction
 Professional Development

9. Conway, C., Krueger, P., Robinson, M., Haack, P., and Smith, M.V. (2002). Beginning
music teacher induction and mentor policies: a cross-state perspective. Arts
Education Policy Review, 104(2), 9-17.
Loeb, S., Darling-Hammond, L., and Luczak, J. (2005). How teaching conditions predict
teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.
Finnerty, M.F. (1996). Coaching for Growth and Development. In R.L. Craig, The ASTD
Training & Development Handbook (pp. 415-436). New York: McGraw-Hill.
Smith, T.S., and Ingersoll, R.M. (2004). What are the effects of induction and mentoring
on beginning teacher turnover? American Educational Research Journal 41(3),
681-714.