Date of Award

Winter 12-2023

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Shirley Johnson


Special Education Mentoring


Abundant empirical research points to the positive outcomes of teacher retention rate when having mentor teachers. When looking at the mentoring program the research has shown a decline in teachers leaving the teaching field when they have a mentor for one to two years. States have started implementing their own mentoring programs with different requirements. There is not a standard set of requirements that multiple states have adopted. There is not law requiring first-year teachers to have mentoring. Research however has been inconclusive on the exact patterns that have been the underlying predictor of the program’s success. They have some overarching themes that come out on top during the program that have been documented and data collected on their benefit.



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