Mentoring Matters Fundamentals of Mentoring Beginning Teachers Alabama

Mentoring Matters: Fundamentals of Mentoring Beginning Teachers Alabama Teacher Mentoring Program

Agenda: Mentoring Matters n The WHAT of Mentoring n n Needs of Beginning Teachers Alabama Quality Teaching Standards Alabama Continuum for Teacher Development The HOW of Mentoring n n Three Spheres of Mentoring Activity Strategies and Tools for Mentoring

The Why of Mentoring

Some of the Facts: Beginning Teachers n “…[B]eginners in teaching are expected to do essentially the same job on the first day of employment as the 20 -year veteran. In addition, teachers spend the majority of their time isolated from their peers…Furthermore, beginning teachers are often given some of the most difficult teaching assignments…. ” Holden, 1995, p. 1

Some of the Facts: Beginning Teachers n n n 14 percent quit after the first year 33 percent leave within three years After five years, between 40 and 50 percent of all new teachers have left the profession --Ingersoll and Kralik, 2004

Some of the Facts: Beginning Teachers n Initiation of new teachers has traditionally been “sink or swim” In a survey of 1 st and 2 nd year teachers in Alabama: § < 40% said they had received help in establishing relationships with colleagues and managing class time > 80% wanted assistance through professional development and an assigned mentor teacher (2000) §

Mentoring Matters n “…well-designed mentoring programs raise retention rates for new teachers by improving their attitudes, feelings of efficacy, and instructional skills. ” --Darling-Hammond, 2003, p. 11 n Research studies demonstrate that mentoring improves retention of new teachers. § Carr, Herman, and Harris. Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration. ASCD. 2005

Alabama Teacher Mentoring n n When asked “How important has your mentor been to your successful induction to the teaching profession? ” over 92 percent of beginning teachers in the state replied they had been important. Forty-four percent responded their mentors had been “extremely important. ” n Data from 2008 survey of beginning teachers, Alabama Department of Education

Alabama Teacher Mentoring: Mentoring Matters Near the end of the first year of teaching, having worked with a mentor, beginning teachers in Alabama responded: “I feel competent to serve as a new teacher” 61%--to a great extent; 32%--adequate; 1. 2%--not at all “I am enthusiastic about serving as a new teacher” 80%--to a great extent; 14%--adequate; 1%--not at all “I am committed to the success of my students” 93%--to a great extent; 6%--adequate; 0. 4%--not at all --Data from 2008 survey of beginning teachers, Alabama Department of Education

The Why of Mentoring n More importantly, mentors provide a “helping hand” so that beginning teachers develop into effective teachers—as soon teachers as possible.

The Why of Mentoring n Of the in-school factors that affect learning, the quality of teaching is the most important by far. Marzano, Robert J. What Works in Schools: Translating Research into Action. 2003. n n What teachers do—and don’t do—affects student learning outcomes. Mentors can help beginning teachers develop into quality teachers.

Mentoring Mission n To help support beginning teachers as they develop the skills and confidence to become quality teachers

The Who of Mentoring Beginning Teacher All school staff Principal Mentor

The Who of Mentoring: School Principal is Key n When mentors were asked, “How important was the support of your principal to your success as a mentor? ” 79 percent responded “important” or “extremely important. ” Another 16 percent thought the principal was “somewhat important. ” Support of the principal was the most important variable to success, in the opinion of the mentors. Data from Formative Assessment survey, 2008, Alabama Department of Education

The What of Mentoring n What can we do to ease the difficulties that beginning teachers face during the first year?

Beginning Teachers’ Emotions During Their First Year Eagerness Reflection Endurance Hope Renewal Distress Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July

The What of Mentoring n “Among the greatest challenges perceived by rookie teachers were classroom management, motivating students, dealing with the individual differences among students, assessing student work, and relations with parents. ” --Stansbury and Zimmerman, p. 12.

The What of Mentoring n Tools available to mentors: ¨ Alabama Quality Teaching Standards ¨ Alabama Continuum for Teacher Development

The What of Mentoring: Learning about the Standards n Picture a classroom where all students are learning at high levels and where the teacher is thoughtfully and intentionally using instructional strategies to ensure this high level of learning. ¨ What are some things that teacher would be doing? ¨ What would the teacher have probably done before the lesson? After the lesson? ¨ What would you see in this classroom that would lead you to the conclusion, “This is a classroom led by a ‘high quality’ teacher”?

The What of Mentoring: The Alabama Continuum for Teacher Development Pre-Service/Beginning is where most first -year teachers will be. n Work of mentor is to ensure competency at the Pre-Service/Beginning level and help mentees move into Emerging in selected areas. n

The How of Mentoring n As a mentor, the best thing we can do is to establish a relationship built on trust

Set a Time to Meet Again n “Studies suggest that without regular, structured time set aside, paired teachers [i. e. , mentors and beginning teachers] have less interaction. ” § Stansbury and Zimmerman, p. 14

Alabama Teacher Mentoring Program: Spheres of Activity Classroom School 75% of beginning teachers found mentors helpful in this area 78% of beginning teachers found mentor assistance helpful in this area Personal 78% of beginning teachers found mentors helpful in this area

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