University of Missouri - Saint Louis

The Graduate School

Announcement

An oral examination in defense of the dissertation for the degree

Doctor of Philosophy

Amy S. Narishkin
B.S. Ed., Wheelock College, Boston, 1987
M.S., Bank Street College of Education, New York, 1989
M.S. University of Missouri-St. Louis, 2006

A Formative Evaluation of the Beginning Teacher Assistance Program:
An Andragogical Approach

Abstract

According to the National Commission on Teaching and America’s Future, 30-50% of beginning teachers leave teaching within the first 5 years of their career (2005). Frequently these teachers are not given tools to survive the transition from teacher preparation to classroom practice. As a mentor and administrator for the Beginning Teacher Assistance Program (BTAP) at the University of Missouri–St. Louis, I was interested in researching the question: How can BTAP, as an external network for new teacher support, provide needed and effective follow-up support for St. Louis area beginning education professionals in the field? As a result, I chose to do a formative evaluation of BTAP in order to clarify the needs of the target population and improve program operations. For this qualitative study, I chose to do focus group interviews.

From these interviews, it was evident that new teachers want to engage in a nurturing relationship with their mentors based on trust and acceptance that also provides professional guidance and facilitates personal growth. Beginning teachers want a voice in the direction and content of their professional development. Novice teachers want a support program to cover topics that are particular their experience, closing a gap in their education or meeting a challenge that had arisen since starting in the classroom. New teachers want a virtual network that would allow for personal interaction and provide non-evaluative feedback as well as professional development information. New teachers want a physical space that provides equipment for those teachers who work in districts that are not able to provide items. Novice teachers gather for a social hour on a regular basis for emotional and professional support and affirmation and thus want to engage in informal learning. In sum, evidence supports that novice teachers want professional and emotional support from a university-based program that is driven by their own developmental needs and desires. As a result of these findings, I developed and recommended a university-based beginning teacher assistance program based Malcolm Knowles’ Eight Step Design Process of which self-directed learning is the primary thrust.

Defense of Dissertation Committee