The Power of Mentoring Beginning Teachers

1

The Power of Mentoring Beginning Teachers

Carole Angell

Bernadette Garfinkel

GlenForestElementary School

Submitted June 2002

Introduction

Many beginning teachers leave the profession after only a short time in the classroom. Several factors contribute to this, including feelings of alienation and lack of support (Dworkin, 1987; Fullen, 1993). In fact, the transition from teacher training to the first teaching job is often portrayed as traumatic and a source of disillusionment. Veenman (1984) refers to this transition as “reality shock.” A review of over 90 studies from a number of different countries has shown beginning teachers to experience problems and difficulties (Veenman, 1984, 1987). Unfortunately, the pressures faced during the first years of teaching have been found to discourage many beginning teachers from staying in the profession (Odell & Ferraro, 1992; Colbert & Wolff, 1992). Those who stay must find their own means of support and help (Feiman-Nemser & Floden, 1986).

Teaching can be a lonely and fearful experience for the novice teacher -- and for those who teach in urban settings, the conditions of many urban schools can exacerbate an already difficult situation, contributing to the high turnover and attrition rates among new teachers (Bruno, 1981; Dworkin, 1987).

Teaching is one of the few professions in which a novice is expected to assume full responsibility from the first day on the job (Hall, 1992). Glickman (1990) states that “…in most professions, the challenge of the job increases over time as one acquires experience and expertise. In teaching, the relationship between challenge and experience is reversed. Typically the most challenging situation a teacher has experienced was during his or her first year.” New teachers are faced with many pressures: Feelings of isolation, class size and diversity, classroom management and organization, and the inability to assimilate into the culture of the school environment (Darling-Hammond, 1984).

As a result of these overwhelming circumstances, many beginning teachers often lose self-confidence and leave the profession during the first two years of their career. It is estimated that approximately 30% of beginning teachers do not teach beyond two years, and that approximately 40% leave the field within the first five years of teaching (Heyns, 1988; Schlecty & Vance, 1983). The National Center for Educational Information posited that the rate at which beginning teachers actually leave the profession is twice that of the more experienced professional (Fiestritzer, 1990).

In response to the many problems faced by the novice teacher, many states and school districts have established induction programs for the provision of assistance during the first years of teaching (Bolan, 1995; Huling-Austin, 1992; Vonk, 1994). Evaluations of these programs have shown improved classroom management skills, the adoption of more sophisticated instructional strategies, more learning opportunities for the pupils, higher student engagement rates, and greater teacher self-confidence (Colbert & Wolff, 1991; Schaffer, Stringfield, & Wolff, 1992). However, one of the most crucial features in teacher induction programs is the use of experienced teachers as mentors.

Mentoring

"Mentoring" entered the vocabulary of teacher education in the early 1980’s as part of a broader effort to professionalize teaching (Feiman-Nemser, 1998), and has been used to describe the process of assisting beginning teachers in their career. Mentoring helps the novice grow professionally and personally, through the guidance of an experienced individual. This process can be defined as a “dynamic, reciprocal relationship in a work environment between an advanced career incumbent (mentor) and a beginner (protégé) aimed at promoting the career development of both” (Healy & Welchert, 1990). According to Jung (1958) the mentor “embodies knowledge, reflection, insight, wisdom, cleverness, and intuition.” Mentors can provide beginning teachers with practical, specific help in working with students and parents, providing instruction, and dealing with the school environment (Wildman, Magliaro, Niles, & Niles, 1992).

Literature supports the need for beginning teachers to learn to reflect on their own practice (Reynolds, 1992; Schlen, 1983; Schon, 1987; Tremmel, 1993). Growth in teaching skills, including reflection, is not automatic, and often happens through colleagues (Jordell, 1987) or through direct assistance, support and encouragement from mentor relationships (Theis-Sprinthall, 1986; Wildman et al, 1992).Reflection provides the opportunity to learn through experience and to be confronted with the need to abandon previous theories so new theories and skills may continually develop (Schon, 1983, 1987).

Research which considers the concept of community (Dewey, 1954; Rousseau, 1991) also has implications for the ways in which beginning teachers are socialized, affected by the school culture around them, and able to develop a support network. A number of studies have linked the presence of community in schools not only with positive outcomes for students (Ashton & Webb, 1986; Bryk & Driscoll, 1988; Comer & Haynes, 1991; Crawford & Aagaard, 1991; Hopfengerg et al, 1990; Wehlage et al, 1989), but also with higher benefits for teachers. These benefits include higher teacher morale (Bryk et al, 1993; Johnson, 1990; Louis & Miles, 1990; McLaughlin, 1993; Meier, 1992), a greater commitment to the school and manifestation of collegiality (Bryk & Driscoll, 1988; Comer & Hayes, 1991; Firestone & Rosenblum, 1988), a greater sense of empowerment (Ashton & Webb, 1986; Comer & Hayes, 1991) and the ability of teachers to change and improve their practice (McLaughlin, 1993). Teachers who feel empowered and committed to their school and colleagues are more likely to stay at the school for a longer period of time (Dworkin, 1987) and invest more time and energy into their teaching and relationships, thus providing even greater benefits to the students.

Research Questions

This research project was undertaken in an attempt to answer two questions:

1. What aspects of the mentoring process are most appreciated by novice teachers?

2. What coaching/mentoring strategies and techniques are most beneficial?

Site and Sample

The study was conducted at GlenForestElementary School in Fairfax County, Virginia, which has a highly diverse student population. Students, many from low socioeconomic backgrounds, come from over 60 countries and speak more than 40 different languages. Over the past 15 years, GlenForest has had an unusually large turnover rate among teachers and instructional support personnel. In the year which this study was conducted, 34 of the 91 staff members who work directly with students were new to the building.

Five novice teachers (mentees), with limited teaching experience of one half to three years, participated in the program under the guidance of two experienced teachers (mentors). The mentors each had over 20 years of classroom experience and both were long-term employees of Glen Forest Elementary. The mentees included one teacher each from grades one, two, three, and five, and one teacher of learning disabled students.

Focus

As part of the mentoring program, each of the seven participants would complete an action research project aimed at improving the academic progress of his/her students. During the early part of the school year, participants evaluated the needs of their students, examined possible areas of need, and worked together to formulate possible research questions. As the year progressed, the group provided general support for one another, as well as support specific to each teacher’s project.

Methods

Getting Started—The mentoring process began even before the students’ first day of school. Mentors went into mentees’ classrooms to assist with the physical set-up of the learning environment and to offer assistance with planning and scheduling. Help in locating needed materials and furniture was also provided, and trusting, collegial relationships began to develop.

Questionnaires—At the start of the school year, the mentees were asked to fill out a brief “needs assessment” survey (see Attachment A). The results of this survey furnished a starting point for the mentors. It provided:

• Information regarding individual mentees’ self-concept regarding their strengths and weaknesses,
• Possible foci for research projects,
• Areas of concern for the whole group, and
• Areas of individual concern.

The two mentors analyzed the data and decided on issues that would best be addressed in whole-group meetings, those that could be addressed with a smaller group, and those which would need individual one-on-one meetings with selected mentees.

A second questionnaire was completed by the mentees at the end of the school year. Information from this survey was used by the mentors to evaluate the effectiveness of the mentoring program and to assist in planning for the next school year which would involve a new group of novice teachers.

Meetings—During the summer of 2001, a “graduation party” was held for the previous year’s mentees at the home of one of the mentors. The current year’s five mentees were invited so they could meet other novice teachers who had gone through the program, mingle with colleagues, and join in this community of learners.

The current group of five mentees met formally every other week. Both formal and informal meetings were held as needed. Whole-group meetings were generally held after school at a local restaurant. This venue helped all participants relax in a collegial atmosphere, where people felt fewer time constraints and were less inhibited about voicing their individual concerns. Additionally, meetings with mentors and mentees from other area schools were scheduled throughout the year. A summer “graduation” party was planned to include the past, present, and future mentees of GlenForestSchool.

Coaching—Coaching was found to be a valuable tool for some of the mentees. In the model used, the mentor observed the novice teacher in the classroom and provided feedback. Before each visit, a pre-conference was held where the mentor and mentee would jointly decide on a focus for the observation. During the observation the mentor acted as a scribe, collecting information in an objective, nonjudgmental manner. In some cases, a graph on which the mentor could record simple tally marks (Attachment B) was found to be useful. Following the observation, the mentor and mentee would meet to analyze the data collected, consider next steps, and set goals. Frequently, the mentor took on the role of “expert other” offering suggestions, additional support, materials, or resources. Following these coaching sessions, mentees were asked to fill out a Post Observation Analysis (Attachment C)—a valuable tool which the mentor could then use to analyze and improve her coaching techniques.

Another form of coaching involved videotaping a classroom lesson. After viewing the tape, the mentee was able to observe and analyze student behaviors and to set goals for instruction. Following analysis of the tape, the mentor was again able to suggest teaching strategies or techniques, which might help in meeting these goals.

Modeling—When an individual area of the curriculum was a concern for a mentee, one of the mentors would arrange to visit that teacher’s classroom to model useful techniques or strategies. As with the coaching, follow-up discussions were held with the mentee to discuss the effectiveness of the new teaching strategy and/or to determine what additional support could be provided.

Outcomes

Coaching –Coaching proved to be a very successful part of the mentoring program. Coaching through video-tape analysis enabled one novice teacher to determine the features of students’ verbal interactions in the classroom setting and to create a plan of action which tied oral language to reading and writing and ultimately led to increased student performance in all areas.

Mentor observations and subsequent coaching resulted in the development of a management system, on the part of another beginning teacher, which resulted in fewer interruptions, more student time on task, and, one can assume, increased student learning.

Improved student performance—Increased student academic performance was reported by each of the five mentees in his/her action research paper. These young teacher-researchers had successfully analyzed the needs of their students, created and carried out a plan of action, and attained positive results with children.

Over-all Effectiveness—Near the end of the year, mentees were asked to anonymously complete a survey in order to determine their views of the effectiveness of the program. Responses were overwhelmingly positive (see Attachment D). Additionally, written comments regarding the most helpful elements of the program included:

• “learning about teachers as researchers”
• “having others to vent to”
• “meeting away from school”
• “mentoring”,
• “being able to attend conferences and present [research results]”,
• “being able to brainstorm and communicate ideas with colleagues in a confidential setting”,
• “access to more materials to use in my classroom”, and
• “implementing a new activity into my reading/writing program”.

Teacher Retention—In view of the huge teacher turnover rate that the school had experienced in past years, one of the goals of the mentors in this program was to help to create an environment in which novice teachers wanted to remain both in the teaching profession and as teachers at our school. None of the teachers who took part in this mentoring program elected to leave the school at the end of the school year--another measure of the program’s success.

Efforts to Continue the Group Next Year—Perhaps the greatest indicator of the program’s success was the fact that a number of the mentees did not want it to end. After one of our group meetings two of the mentees sat for several additional hours with one of the mentors discussing ways to continue supporting one another in the years to come. The following note, which went out to their fellow teachers in the spring, speaks for itself:

Dear Teachers,

Kate A----- and I will be starting a support group for 2nd-7th year teachers. Through our [mentoring program] we have learned the importance and benefit of bouncing ideas off other beginning teachers. (It is also nice to have another teacher who can help with ideas and listen to you vent who can really relate.) We will be meeting every other Tuesday through the end of the year and would start again in the fall. The meeting will be held at La Madeleine at 3:45. Bring your lesson plans, or just come to chat and vent.

E-mail Kate or me if you have questions.

Jeanette D-----

Implications

Mentoring programs that employ a variety of techniques and supports, and which are guided by dedicated, experienced teachers, can have a positive impact on teacher retention. Such programs also improve job satisfaction and professional competence of beginning teachers, contribute to increased student achievement, and can ultimately lead to a self-extending system of collegiality, sharing, and support.

References

Hart, Patricia M. & Rowley, James B. (1997).Becoming a Star Teacher:Practical Strategies and Inspiration for K-6 Teachers.

Beasley, Kathy et al. (1996). Making It Happen: Teachers Mentoring One Another. Theory into Practice, 35(3), 158-164.

Bainer, Deborah L. and Didham, Cheryl (1994).Mentoring and Other Support Behaviors in Elemantary Schools.Journal of Educational Resource, 240-247.

Mauer, Ellen & Zimmerman, Ellyn. (2002). Mentoring New Teachers.Principal,26-28.

Wasley, Patricia. (1999). Teaching Worth Celebrating. Educational Leadership,8-13.

Robbins, Veronica and Skillings, Mary Jo. (1996). University and Public School Collaboration: Developing More Effective Teachers through Field Based Teacher Preparation and New Teacher Support Programs.

Kratzer, Cindy C. (1995). Reflective Practice in a Community of Beginning Teachers: Implementing the STEP Program.

Weasmer, Jerie & Woods, Amelia Mays (1998).Facilitating Success for New Teachers.Principal, 78(2), 40-42.

Attachment A

RESULTS OF INITIAL NEEDS ASSESSMENT SURVEY 2002-03
RATINGS OF PERSONAL NEEDS BY NOVICE TEACHERS (LOW) 1-----2-----3-----4-----5 (HIGH)
Teacher A / Teacher B / Teacher C / Teacher D / Teacher E / Average
COMMUNICATION / Communicating with administrators / 1 / 1 / 1 / 1 / 1 / 1
Communicating with co-workers / 1 / 1 / 3 / 1 / 1 / 1
Communicating with parents / 3 / 1 / 2 / 3 / 2
Communicating with students / 2 / 1 / 2 / 2 / 1 / 2
CLASSROOM ORGANIZATION & MANAGEMENT / Organizing/ arranging the classroom / 1 / 5 / 1 / 2 / 1 / 2
Time management / 3 / 2 / 3 / 4 / 1 / 3
Maintaining discipline / 3 / 2 / 0 / 3 / 1 / 2
Motivating students / 3 / 5 / 2 / 2 / 1 / 3
Assisting students with special needs / 2 / 2 / 2 / 4 / 3 / 3
CURRICULUM / Obtaining materials and resources / 1 / 5 / 2 / 1 / 3 / 2
Instructional planning / 1 / 5 / 1 / 2 / 1 / 2
Differentiating instruction / 2 / 2 / 3 / 5 / 1 / 3
Grouping for instruction / 3 / 2 / 2 / 3 / 1 / 2
Using varied teaching strategies & methods / 2 / 2 / 3 / 4 / 1 / 2
ASSESSMENT / Diagnosing student needs / 3 / 1 / 2 / 2 / 1 / 2
Assessing student progress / 3 / 3 / 2 / 3 / 1 / 2
Record-keeping / 3 / 1 / 1 / 4 / 1 / 2

Attachment B

Teacher______Date______
students / teacher behaviors
time / activity / on task / off task / instructional / academic + / academic - / behavior + / behavior -
TOTALS
PERCENTAGE
NEGATIVE STUDENT BEHAVIORS:
Involving teacher / Alone/With peers
tattling / playing
needing directions repeated / roaming
looking for priase / chatting
wanting T. to problem-solve / too loud
legitimate problem / interrupting/bothering
bathroom / daydreaming
(attempting to) interrupt
* Student behaviors are marked at the end of each 5 minute interval; teacher behaviors are tallied throughout

Attachment C

Attachment D

FIGURE 6 -- RESULTS OF END OF YEAR SURVEY 2001-02
RATINGS (LOW) 1-----2-----3-----4-----5 (HIGH)
NOVICE TEACHERS' RESPONSES / Average
The mentoring program was personally beneficial to me. / 5 / 4 / 5 / 5 / 5 / 4.8
The mentoring program was professionally beneficial to me. / 5 / 4 / 5 / 5 / 5 / 4.8
Both the mentors and other mentees provided support. / 5 / 4 / 5 / 5 / 5 / 4.8
I felt that I was an equal member of the group. / 5 / 4 / 5 / 5 / 5 / 4.8
The program helped me to grow professionally. / 5 / 5 / 5 / 5 / 5 / 5
Sharing problems and ideas with colleagues was helpful. / 5 / 4 / 5 / 5 / 5 / 4.8
The mentors took a personal interest in me. / 5 / 4 / 5 / 5 / 5 / 4.8
My students benefited as a result of my participation. / 5 / 5 / 5 / 5 / 4 / 4.8
I would recommend this program to other teachers. / 5 / 5 / 5 / 5 / 5 / 5