Perceptions of first year teachers' experiences of support group mentoring on a high needs urban campus

New teachers enter classrooms every year eager to begin instructing and supporting the academic and social interactions of children across the country. However, are they properly prepared to face the challenges of teaching on a high needs, urban campus? Most school districts implement some sort of induction and/or mentoring program to assist their new teachers in the transition process from student to teacher; however, turnover rates are still high within our new teacher populations. Many studies have been carried out regarding the effects of mentoring and induction program on new teachers, but little is known about the effects of direct support from administrators. This qualitative case study sought to gain insight into the perceptions of new teachers participating in a New Teacher Support Group led by the campus principal aimed at providing support and focused professional development to new teachers in a high needs, urban school district serving at-risk students. The study found that the majority of the participants found at least some benefit from participating in the administrator led support group. There were also some areas of needed improvement noted by the participants. Three recommendations were made for further study in the form of a long term study, traditionally certified teachers versus alternatively certified teachers, and creating a shared mentor program between schools