What makes a successful mentoring program? Kathryn Burr and Kyle Moser EPPL 501

Agenda 1. Activity: Mentee reflection 2. Introduction: Let’s look at the facts 3. What works? 4. Why is it working? 5. Conclusion: How does this shape our practice?

Think of time you were a mentee … please list What was beneficial to you? What was not beneficial?

Introduction: Let’s look at the facts Between 2008 and 2020, estimated million full-time teachers will be hired (Haynes, 2011, p.4)

Why? 15% of teachers move or leave profession each year

Who is the largest group leaving?

First-year teachers! (Hayes, p. 2)

First-year teacher attrition  The first-year teacher attrition rate has increased 40% over the last decade.  “The influx of new teachers has neither stabilized the teaching workforce nor improved the teaching quality.” (Haynes, p.2)

Factors in first-year teacher turnover 1.desire to pursue a better job or career opportunity in or out of education. 2. Job dissatisfaction Linked to: -inadequate administrative support -isolated working conditions -poor student discipline -low salaries -lack of teacher influence over decision making (Haynes, p. 3)

What is working?  Planning and implementation are vital for a successful program.  Process is developed based on the organization’s mission and organizational needs.  Programs must be ongoing and the process is continuous. (Norton)

Pre- employment Activities  Successful programs begin the process immediately.  Early activities include:  School, staff, student, and community information  Professional opportunities  Introduction to mentors (contacts)  Compensation  Expectations (Norton)

Selecting a mentor  Focus programs to select and train mentors who teach the same subject.  Provide opportunities for mentor-mentee collaboration (ex: common planning).  Administrative support is critical to teacher programs. (Haynes, p.6)

Mentoring during the school year  Focus on information relative to the assignment.  “On the job training”  Professional resources  Responsibilities (Moir, Gless, and Bloom)

What makes a great mentor?  Mentor has the time…  Provide specific feedback  Must “think aloud”  Focus the mentee on teaching and learning  Enable the mentee to pinpoint problems (Hanuscin and Lee)

The benefits… For the mentee:  Support system  Greater chance of retention  Student achievement For the mentor:  Better understanding of teaching and learning  Cultivates leadership development  Promotes adult learning communities and reflective conversations about learning (Hanson and Moir)

Why is it working?  New teachers need “substantive, structured, regular interactions with expert colleagues.”  “Teachers are more likely to change their teaching practices and improve learning in the presence of effective peers.”  Interaction is mutually beneficial for mentor and mentee.

Why is it working?  Identifies the talents of each employee and contributes to an education team.  Reduces or removes problems that tend to inhibit personal effectiveness or job satisfaction.  Identifies the needs of school personnel.  Provides information/services that promote instruction and learning. (Haynes and Hanson)

Conclusion: How does this shape our practice?  So, what CAN you control? MANY factors you can not control

You CAN…  Help shape your school culture!  Address issues and challenges first year teachers face  “Analyze school culture for norms and practices that impact new teachers” (Haynes, p.10)

Professional working environment linked to T effectiveness Professional working environment conditions include: * Supportive leadership * Teachers are trusted and given autonomy * Teachers are given sufficient time and resources * Ongoing professional learning opportunities (Haynes, p.10)

You can… …impact mentoring programs!  Actively participate in mentoring program  Create time for new T and mentor T to work together  Survey T, use results to improve  Work with school district leaders for support  Provide first-year teachers feedback  Choose mentors wisely. Mentor should teach same subject.  Provide training and/or list of expectations for mentors (Haynes, p.10)