Mentoring Mentoring Beginning Beginning TeachersTeachers

Matt HardingMatt Harding

OverviewOverview

• 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 Definition

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

Roles of both Mentor and Roles of both Mentor and NoviceNovice

• The mentor should The mentor should – Welcome the Welcome the

newcomernewcomer– Share their Share their

knowledge, knowledge, material, skills and material, skills and experienceexperience

– Provide support Provide support and guidanceand guidance

– ““Gifts of wisdom”Gifts of wisdom”

• The novice shouldThe novice should– Be open-mindedBe open-minded– Observe mentorObserve mentor– Have discussions Have discussions

with mentorwith mentor– Take appropriate Take appropriate

risksrisks– Have self Have self

reflectionreflection

HistoryHistory

• Began in Ancient Began in Ancient Greece Greece

• Today mentor Today mentor relationships are relationships are still valuedstill valued

• Famous mentorsFamous mentors– SocratesSocrates– PlatoPlato– BeethovenBeethoven– YodaYoda

•

                                   

                           

HistoryHistory

• Introduced in the United States in Introduced in the United States in mid 1800’smid 1800’s– Started as substituteStarted as substitute

• Took no education coursesTook no education courses• Expected to follow in footsteps of an Expected to follow in footsteps of an

experienced teachers, and replicate the experienced teachers, and replicate the ‘expert’s’ teaching style and methods.‘expert’s’ teaching style and methods.

– After 7 years of experience After 7 years of experience • Teacher Teacher

Quick FactsQuick Facts

• 50% of teachers leave profession 50% of teachers leave profession after 5 yearsafter 5 years

• 80% leave profession after 10 years80% leave profession after 10 years

• 80% who have received mentoring 80% who have received mentoring predict they will still be teaching in predict they will still be teaching in ten yearsten years

Types of mentoringTypes of mentoring

• Expert NoviceExpert Novice– Mentoring by modelingMentoring by modeling

– Mentoring by illustratingMentoring by illustrating

– Mentoring by affirmingMentoring by affirming

– Mentoring by Mentoring by questioningquestioning

– Mentoring by qualifyingMentoring by qualifying

– Mentoring by reflectingMentoring by reflecting

Interview with a first Interview with a first yearyear

• Jennifer GumzJennifer Gumz– English teacher at Roosevelt High and UNC English teacher at Roosevelt High and UNC

graduategraduate• 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 Choose RHS because of community amongst

teachersteachers• Biggest fears: Failure and classroom managementBiggest fears: Failure and classroom management• After first year-feels more comfortable in role as After first year-feels more comfortable in role as

teacherteacher• Suggests beginning teachers take classes after Suggests beginning teachers take classes after

graduationgraduation• Feels comfortable and will remain in profession Feels comfortable and will remain in profession

BenefitsBenefits

• Mentoring programs Mentoring programs can significantly can significantly reduce the number reduce the number of teachers who of teachers who leave professionleave profession

• Takes away from Takes away from first year first year anxieties anxieties

• Reduces workload Reduces workload of both mentor and of both mentor and novice novice

• Schools with a Schools with a strong mentor strong mentor programprogram– More discussion on More discussion on

how to improve how to improve student learningstudent learning

– Teachers collective Teachers collective expertise is expertise is constantly constantly expanding and expanding and improvingimproving

Issues and ProblemsIssues and Problems

• Mismatch between expert and Mismatch between expert and novicenovice

• Mentors-Threaten professional Mentors-Threaten professional imageimage

• Generational differences in Generational differences in pedagogypedagogy

• Issues of confidentialityIssues of confidentiality• Rivalry/Competition Rivalry/Competition

•                                        

Summary Summary

• How will this educational issue be resolved to How will this educational issue be resolved to help in furthering student education?help in furthering student education?– In the ideal relationshipIn the ideal relationship

• The novice’s questions are answered and their fears are The novice’s questions are answered and their fears are addressed addressed

• The expert is exposed to new and innovative ideas The expert is exposed to new and innovative ideas

• Research shows the mentoring improves Research shows the mentoring improves teacher effectiveness, and that increased teacher effectiveness, and that increased effectiveness leads to higher student effectiveness leads to higher student achievementachievement

• At institutions with a strong mentor program At institutions with a strong mentor program there is a continuous dialogue regarding there is a continuous dialogue regarding improvement of student education improvement of student education

ReferencesReferences• Boreen, Jean and Donna Niday, “Breaking through the isolation: Boreen, Jean and Donna Niday, “Breaking through the isolation:

Mentoring beginning Teachers,” Mentoring beginning Teachers,” Journal of Adolescent and Journal of Adolescent and Adult Literacy, Adult Literacy, October 2000, Vol. 44, Issue 2, p. 152.October 2000, Vol. 44, Issue 2, p. 152.

• Luna, Gaye and Deborah Cullen. Luna, Gaye and Deborah Cullen. Empowering Redirected and Empowering Redirected and Renewed.Renewed. ASHE-ERIC Higher Education Report No. 3. ASHE-ERIC Higher Education Report No. 3. Washington, D.C.Washington, D.C.

• Martin, Arlene, “Mentoring as Transforming Learning: A Tool Martin, Arlene, “Mentoring as Transforming Learning: A Tool for Recruitment and Retention of New Teachers,” for Recruitment and Retention of New Teachers,” IMA IMA Newsletter ArticlesNewsletter Articles, October, 2002., October, 2002.

• Podsen, India and Vicki Denmark. Podsen, India and Vicki Denmark. Coaching and Mentoring Coaching and Mentoring First Year TeachersFirst Year Teachers. Larchmont, New York: 2000.. Larchmont, New York: 2000.

• NFIE Publications: Creating a Teacher Mentoring ProgramNFIE Publications: Creating a Teacher Mentoring Program. The . The NEA Foundation for the Improvement of Education, Washington NEA Foundation for the Improvement of Education, Washington D.C.D.C.

• http://www.nfie.org/publications/mentoring.htm-http://www.nfie.org/publications/mentoring.htm- Information on Information on starting mentoring programs in your school. starting mentoring programs in your school.