Mentoring Beginning Teachers Matt Harding

Overview DefinitionDefinition HistoryHistory Quick factsQuick facts Different kinds of mentoringDifferent kinds of mentoring Interview with a first year teacherInterview with a first year teacher BenefitsBenefits Issues and ProblemsIssues and Problems SummarySummary ReferencesReferences

Definition A sustained relationship between a novice and an expert. It should be a give and take experience.A sustained relationship between a novice and an expert. It should be a give and take experience.

Roles of both Mentor and Novice The mentor shouldThe mentor should –Welcome the newcomer –Share their knowledge, material, skills and experience –Provide support and guidance –“Gifts of wisdom” The novice should –Be open-minded –Observe mentor –Have discussions with mentor –Take appropriate risks – Have self reflection

History Began in Ancient GreeceBegan in Ancient Greece Today mentor relationships are still valuedToday mentor relationships are still valued Famous mentorsFamous mentors –Socrates –Plato –Beethoven –Yoda

History Introduced in the United States in mid 1800’sIntroduced in the United States in mid 1800’s –Started as substitute Took no education coursesTook no education courses Expected to follow in footsteps of an experienced teachers, and replicate the ‘expert’s’ teaching style and methods.Expected to follow in footsteps of an experienced teachers, and replicate the ‘expert’s’ teaching style and methods. –After 7 years of experience TeacherTeacher

Quick Facts 50% of teachers leave profession after 5 years50% of teachers leave profession after 5 years 80% leave profession after 10 years80% leave profession after 10 years 80% who have received mentoring predict they will still be teaching in ten years80% who have received mentoring predict they will still be teaching in ten years

Types of mentoring Expert NoviceExpert Novice –Mentoring by modeling –Mentoring by illustrating –Mentoring by affirming –Mentoring by questioning –Mentoring by qualifying –Mentoring by reflecting

Interview with a first year Jennifer GumzJennifer Gumz –English teacher at Roosevelt High and UNC graduate Mentor is Denise CookMentor is Denise Cook Able to share ideas with other teachers at schoolAble to share ideas with other teachers at school Choose RHS because of community amongst teachersChoose RHS because of community amongst teachers Biggest fears: Failure and classroom managementBiggest fears: Failure and classroom management After first year-feels more comfortable in role as teacherAfter first year-feels more comfortable in role as teacher Suggests beginning teachers take classes after graduationSuggests beginning teachers take classes after graduation Feels comfortable and will remain in professionFeels comfortable and will remain in profession

Benefits Mentoring programs can significantly reduce the number of teachers who leave professionMentoring programs can significantly reduce the number of teachers who leave profession Takes away from first year anxieties Takes away from first year anxieties Reduces workload of both mentor and noviceReduces workload of both mentor and novice Schools with a strong mentor program –More discussion on how to improve student learning –Teachers collective expertise is constantly expanding and improving

Issues and Problems Mismatch between expert and noviceMismatch between expert and novice Mentors-Threaten professional imageMentors-Threaten professional image Generational differences in pedagogyGenerational differences in pedagogy Issues of confidentialityIssues of confidentiality Rivalry/CompetitionRivalry/Competition

Summary How will this educational issue be resolved to help in furthering student education?How will this educational issue be resolved to help in furthering student education? –In the ideal relationship The novice’s questions are answered and their fears are addressedThe novice’s questions are answered and their fears are addressed The expert is exposed to new and innovative ideasThe expert is exposed to new and innovative ideas Research shows the mentoring improves teacher effectiveness, and that increased effectiveness leads to higher student achievementResearch shows the mentoring improves teacher effectiveness, and that increased effectiveness leads to higher student achievement At institutions with a strong mentor program there is a continuous dialogue regarding improvement of student educationAt institutions with a strong mentor program there is a continuous dialogue regarding improvement of student education

References Boreen, Jean and Donna Niday, “Breaking through the isolation: Mentoring beginning Teachers,” Journal of Adolescent and Adult Literacy, October 2000, Vol. 44, Issue 2, p. 152.Boreen, Jean and Donna Niday, “Breaking through the isolation: Mentoring beginning Teachers,” Journal of Adolescent and Adult Literacy, October 2000, Vol. 44, Issue 2, p Luna, Gaye and Deborah Cullen. Empowering Redirected and Renewed. ASHE-ERIC Higher Education Report No. 3. Washington, D.C.Luna, Gaye and Deborah Cullen. Empowering Redirected and Renewed. ASHE-ERIC Higher Education Report No. 3. Washington, D.C. Martin, Arlene, “Mentoring as Transforming Learning: A Tool for Recruitment and Retention of New Teachers,” IMA Newsletter Articles, October, 2002.Martin, Arlene, “Mentoring as Transforming Learning: A Tool for Recruitment and Retention of New Teachers,” IMA Newsletter Articles, October, Podsen, India and Vicki Denmark. Coaching and Mentoring First Year Teachers. Larchmont, New York: 2000.Podsen, India and Vicki Denmark. Coaching and Mentoring First Year Teachers. Larchmont, New York: NFIE Publications: Creating a Teacher Mentoring Program. The NEA Foundation for the Improvement of Education, Washington D.C.NFIE Publications: Creating a Teacher Mentoring Program. The NEA Foundation for the Improvement of Education, Washington D.C. Information on starting mentoring programs in your school. Information on starting mentoring programs in your school.