1. Setting the Foundation – After an end-of-year mentor meeting last year, there were obvious concerns about the lack of structure for our new teacher mentor program. My principal also felt the program needed improvements and encouraged me to use my internship as an opportunity to grow the program.
2. Analyzing Data – Gather information about our current new teacher mentor program. Google new teacher mentor programs at other schools. Create a list of new teachers and their assigned mentors. Contact our region's alternative certification program to identify strategies they use. Analyze the length of term new teachers stay within our district.
3. Developing Deeper Understanding – Interview principal to determine if incentive pay is given to mentors. Interview new teachers to identify what additional support they need. Based on interviews of teachers and findings from my research, create an on-going list of possible topics for mentors and new teachers to explore. Research ways the administrative team can help support new teachers.
4. Engage in Self-Reflection
• Realistically, how much time can a mentor devote to a new teacher?
• Can schedules be arranged so they have a common planning period?
• Should incentive pay be used or are volunteer mentors more effective?
• If incentive pay is used, should there be guidelines that must be met to receive it?
• Is there any budget money for a mentor get-together of some sort each semester?
5. Exploring Patterns – Time is so precious to teachers that asking master teachers to also volunteer to mentor is a big imposition. The time needs to be structured enough to create quality discussions but not just busy-work. Incentive pay would help compensate for added time but may create tension between veteran teachers. Most agree that a list of school resources would be helpful to new teachers. A list of possible discussion topics was also positively received.
6. Determining Direction
1. Improve new teacher mentor program
2. Mentors and new teachers have common planning time
3. New teachers aware of available resources and where to find them
4. Continually interview teachers and mentors about needed improvements
5. On-going list of discussion topics and available resources
6. Will take at least a year to research and conduct interviews; could take two to three years to select and implement strategies; analyzing data about length of stay could take five years or more
7. Surveys will need to be administered at least once a semester
7. Taking Action – Would like to identify a committee of master teachers to help create a unified mentor program. Perhaps there is some quality professional development that committee members could get to help improve mentor strategies. Identify components of our current program. Through research and interviews, identify other successful strategies that we could implement. Create a list of new teacher concerns and possible discussion topics.
8. Sustain Improvement – Share our successful techniques with other campuses. Perhaps create a district-wide committee dedicated to supporting new teachers. Create a web log for others to post ideas and suggestions as well as sharing success stories.
2. Analyzing Data – Gather information about our current new teacher mentor program. Google new teacher mentor programs at other schools. Create a list of new teachers and their assigned mentors. Contact our region's alternative certification program to identify strategies they use. Analyze the length of term new teachers stay within our district.
3. Developing Deeper Understanding – Interview principal to determine if incentive pay is given to mentors. Interview new teachers to identify what additional support they need. Based on interviews of teachers and findings from my research, create an on-going list of possible topics for mentors and new teachers to explore. Research ways the administrative team can help support new teachers.
4. Engage in Self-Reflection
• Realistically, how much time can a mentor devote to a new teacher?
• Can schedules be arranged so they have a common planning period?
• Should incentive pay be used or are volunteer mentors more effective?
• If incentive pay is used, should there be guidelines that must be met to receive it?
• Is there any budget money for a mentor get-together of some sort each semester?
5. Exploring Patterns – Time is so precious to teachers that asking master teachers to also volunteer to mentor is a big imposition. The time needs to be structured enough to create quality discussions but not just busy-work. Incentive pay would help compensate for added time but may create tension between veteran teachers. Most agree that a list of school resources would be helpful to new teachers. A list of possible discussion topics was also positively received.
6. Determining Direction
1. Improve new teacher mentor program
2. Mentors and new teachers have common planning time
3. New teachers aware of available resources and where to find them
4. Continually interview teachers and mentors about needed improvements
5. On-going list of discussion topics and available resources
6. Will take at least a year to research and conduct interviews; could take two to three years to select and implement strategies; analyzing data about length of stay could take five years or more
7. Surveys will need to be administered at least once a semester
7. Taking Action – Would like to identify a committee of master teachers to help create a unified mentor program. Perhaps there is some quality professional development that committee members could get to help improve mentor strategies. Identify components of our current program. Through research and interviews, identify other successful strategies that we could implement. Create a list of new teacher concerns and possible discussion topics.
8. Sustain Improvement – Share our successful techniques with other campuses. Perhaps create a district-wide committee dedicated to supporting new teachers. Create a web log for others to post ideas and suggestions as well as sharing success stories.
