Mentoring Program Evaluation

Evaluation Summary❖ Mentor/Peer Support Program began around 2003

❖ 16 first year and 7 second/third year teachers, 4-5 mentors for 2014-2015 school year are represented in this evaluation

❖ Interview with mentors and supervising administrator

❖ Surveys for first year teachers and second/third year teachers

❖ Mentor Logs

Needs Assessment1. Purpose

To determine if a mentor teacher program needs to exist to support new teachers. Do new teachers feel supported in their

new role? Are mentor teachers meeting the needs of

new teachers?2. Population

Administration and teachers (new and mentor)

3. Data Collection Methods Surveys, questionnaires,and

interviews

4. Collect Data Data sources: new teachers,

mentor teachers, and supervising administrator

5. Analyze and Organize Data Record number of responses for each question, look for themes in interview

responses, commonalities in questionnaires and surveys

6. Disseminate Results Share results/outcomes of data with administration,

director, and teachers

Mentor Interview Highlights❖ Interview with 4 mentors and supervising administrator

1. Is what we are doing with new teachers effective?

2. What did new teachers feel most supported in? What worked?

3. What do mentors feel most effective in, and what did they feel they

wanted to be more effective in, but couldn’t?

4. What is the next level of support needed for this group of new teachers?

5. What do other mentors think about the program?

6. How does the program look to administration? Is it helping in regard to

evaluations? What’s missing?

First Year Teacher Survey Highlights

❖ 11 out of 16 first year teachers responded

❖ Survey was emailed once with two follow-up emails

Perc

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f Firs

t Yea

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s R

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0

25

50

75

100

Possible ResponsesStrongly Agree Agree Disagree Strongly Disagree

Optional Sessions Were HelpfulExpectations of Teacher Role Were ClearMentor Feedback Improved Practice

Perc

enta

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f Firs

t Yea

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cher

s R

espo

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0

25

50

75

100

Possible Responses

Yes No

Can Easily Ask For Assistance From PeersNeed More Support Than Was Given So Far

Num

ber o

f Firs

t Yea

r Tea

cher

s R

espo

ndin

g

0

2.75

5.5

8.25

11

Mentor

Questio

ns Clar

ified

Help From

Admin

Suppo

rt in I

EPs

Positiv

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dbac

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Teac

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on Cam

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Ways Supported By Mentor

Num

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f Firs

t Yea

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s R

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0

2.75

5.5

8.25

11

Asse

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Prot

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IEPs

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Areas Where More Support is Needed

Num

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s R

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0

2.75

5.5

8.25

11

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Receive Plenty of Support

Num

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f Firs

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s R

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0

2.75

5.5

8.25

11

Visi

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IEPs

Next Level of Support

Second/Third Year Teacher Survey Highlights

❖ 3 out of 7 teachers responded

❖ Survey was emailed once with two follow-up emails

❖ All 3 respondents stated the program was beneficial

❖ Support from teachers with the same student population was highlighted as an area of support

Mentor Logs

Hours for August-March 2015

0

25

50

75

100

Covering other classes Mentoring new teachers

96

51

65%

35%

Covering other classesMentoring new teachers

Logic ModelResources Activities Outputs Outcomes Impact

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset we will accomplish the following activities:

We expect that once accomplished these activities will produce the following evidence or service delivery:

We expect that if accomplished these activities will lead to the following changes in 1–3 then 4–6 years:

We expect that if accomplished these activities will lead to the following changes in 7–10 years:

High number of new teachers (25).

Monthly sessions/trainings for new teachers given by mentor teachers.

New teachers feel supported by peers.

Increase in teacher retention and self-efficacy.

Increase in level of peer support amongst all teachers.

Existing successful teacher mentoring programs.

Logged email/phone/in person time spent with mentor and teacher.

Mentors able to support due to compensation.

Increase in teachers willing to mentor peers.

Veteran teachers willing to support new teachers (4).

Mentors assigned to new teachers based on workload/level of need.

New teachers remain in position and execute responsibilities of job.

Administration able to compensate mentor teachers.

Stipend for mentor teachers.

Planned Work ——————————————> Intended Results ———————————————————————>

Next Steps❖ Develop a Mentor/Mentee Handbook.

❖ Collect monthly mentor logs to help determine if current compensation ($1,000 stipend) appropriately meets demand of position.

❖ Move monthly sessions to early release days and make mandatory, or provide a budget with incentives to increase attendance.

❖ Develop surveys to administer at the end of each session to determine effectiveness and feelings of self-efficacy from new hires.

❖ Reach out to retired or established teachers to support IEP coverage.

Goals and ObjectivesGoal: To provide peer support to new teachers by sharing knowledge and experience in

order to foster new teacher success.

Objective 1: We will provide guidelines to mentor and first year teachers so areas of

support may be outlined for both parties in the form of a mentor handbook by May 2016.

Objective 2: Mentor teachers will record and submit monthly logs documenting time

spent mentoring new teachers in order to determine if a higher stipend is needed to

recruit established teachers willing to assist new teachers as evidenced by monthly logs

submitted from August to May, 2016.

Objective 3: We will provide monthly sessions (compensated or with incentives) so that

all new teachers will demonstrate an increased feeling of support as evidenced by surveys

given at the end of each session with an 80% or higher approval rating by May, 2016.