Sustainability: Creating A

Teacher-Learner Climate

through MentoringTASSP SUMMER CONFERENCE – AUSTIN, TX

Nathan R. Templeton, Ed.D.

Josh Tremont, M.Ed.

Introduction“NCTAF’s findings are a clear indication that America’s teacher dropout problem is spiraling out of control.  Teacher attrition has grown by 50 percent over the past fifteen years.  The national teacher turnover rate has risen to 16.8 percent” (Kain, 2011, p. 1).

Background of the Problem: Teacher Retention & Attrition

New Teachers (1-3 years) 8.5%; 4-9 years 6.5%46% of all teachers leave within the first 5 years“Teacher retention has become a national crisis,” meaning that inadequate retention (excessive turnover) has become a crisis (National Council on Teaching & America’s Future, 2007)

Setting it Uphttp://www.youtube.com/watch?v=0mlJ3RsDCgQ&feature=share&list=PLD7EAB5232598BA0B

Significance of the Study The teaching profession has been characterized as a revolving door Hanusek, Kain & Rivkin, 2004; Ingersoll, 2003

The shortage of teachers is due to exceptionally high demand created by an excessive rate of turnover, rather than insufficient supply (NCTAF 2007; Pudursky, 2006)

Calculating the Cost of Attrition

Teacher attrition costs billions annuallyCalculating the Cost of Teacher Turnover

http://nctaf.org/teacher-turnover-cost-calculator/

Strategies to Correct the Attrition Trend

Kozleski et al & Billingsley (2005) suggest:Effective Professional DevelopmentReasonable Work AssignmentsSupport from Administrators

Lessons From Business: Induction

First step towards gaining an employees' commitment, it is aimed at introducing the job and organization to the recruit and him or her to the organization. It involves orientation and training of the employee in the organizational culture, and showing how he or she is interconnected to (and interdependent on) everyone else in the organization.

Lessons From Business: Induction

“We live in a world in which mentoring, coaching, team building, and empowering have become standard practices for many successful corporations and corporate leaders” (p. 1)

Mentoring as InductionMoving beyond a more traditional function of using mentoring to improve attrition rates for new teachers, Fibkins’ (2011) approach speaks of creating a learning environment for all teachers by framing discussions on teaching and learning and striving to develop each teacher into a competent master teacher.

Mentoring“The mentor’s task is to find ways to help teachers reach their goal of improving. It is a worthy goal. When educators see fellow teachers and their students floundering, it is their professional responsibility to help them better their craft” (p. 23).

Mentoring for VeteransMentoring for the veteran teacher is a means to renew the commitment to improve classroom effectiveness, rejecting faulty assumptions that paint veteran teachers as either uninterested in perfecting their craft or simply cruising comfortably toward retirement.

Mentoring for VeteransWhat Fibkins (2011) refers to as “new dreams, new roles, and new hopes, [addresses] the opportunity to engage veteran teachers in continuous learning activities that speak to their needs in the middle adult stage of their lives [while also providing the] support [structures] to address the personal needs and issues that are so much a part of midlife” (p. 179).

Mentoring As Human Capital

Schools are beginning to use terms synonymous with those who compete in a global economy; terms like human capital or partner relations.

Mentoring As Human Capital

As Smith (2009) describes, human capital is the set of skills that an employee acquires on the job, through training and experience, and which increase that employee’s value in the marketplace. Certainly, educators have resisted the intentionality of investing in employees through ongoing professional development.

Mentoring As Human Capital

Admittedly, education is the great equalizer in our competitive global economy; however, “ongoing mentoring for teachers - investing time and money into their professional development – has not caught on in the same way it has in the corporate life” (Fibkins, 1).

5 Reasons Administrators Fail to Embrace Mentoring

TimeLack of Training & SkillsFew Role Models to EmulateChange is Difficult: Redefining Your RoleSupport & Resources

Practically SpeakingTime – there are many variables that consume the daily schedule Skills & Training - Administrators are in positions of inherent power. As such, many distance themselves from employees in order to avoid the appearance of favoritism.

Conflict of Interest ?The role of an administrator is a powerful role that involves quick reactions, decision-making, and politicking. Mentoring is different. It is a shared role that requires delicate and caring intervention and feedback. It is a slow process built on mutual trust and self-respect. It only works when both parties, the mentor and the protégé, clearly understand the areas that need improvement and how the mentor can be useful. (p. 2)

Strategies to Restructure Roles

Begin the process of collaboration with stakeholders. For example, the establishment of a mentoring team comprised of “competent educators who are known and respected by the school” (p. 4). Other campus leaders, including department heads, lead teachers, and assistant principals are logical choices suggested by the author.

Creating A Culture of Sustainability

Shared Leadership or Transformational Leadership is necessary for creating a culture of sustainability.

Creating A Culture of Sustainability: Mentoring

The potential for professional growth involved in effective mentoring is not just for teachers. In developing a trusted mentoring role with teachers, administrators also create a teacher-learner climate in which they, too, become open to examining their own skills [and strengths]” (p. 9).

A Vision of the Competent Master Teacher

The competent teacher possesses a unique skill set. As Fibkins (2011) summarizes, “some teachers, through a process of self-analysis, awareness, understanding today’s children, and constant skill building and seeking new approaches, evolve into competent teachers” (p. 21).

The Competent Master Teacher

Having the skill and desire to engage teaching and learning everydayUnderstanding change as a professional growth processHaving the discipline to circumvent distractions, and to avoid lusting in the “feel good moments” that bread complacency

Characteristics of An Effective Mentor“Teachers can overcome their lack of experience, skill, and self-awareness with caring interventions by mentors who can dignify their worth and at the same time help them learn new, effective approaches” (p. 30).

Effective MentorsHave perspective from battle scarsPractitioners in the FieldAffirm the day-to-day demand of teaching: confrontation, care, deflection, encouragement, reprimand, and moreWise. Understand that teaching is rewarding because of time invested in the process

Effective MentorsRisk TakersBuild TrustKnow When to DisengageSkilled CommunicatorsPractice Reflective Leadership

The Mentoring TeamSelectionTraining Implementation

Implications for Administrators

The Individual Success Plan (ISP)Planning for what’s next is a matter of bettering one’s craft and begins with establishing the ISP.

What do I need from my mentor to help me improve?How will we determine skill mastery or pedagogical improvement?How will I deal more effectively with challenges an dhow can I be supported in this endeavor?

Implications for Administrators

Modeling Through Collaborative LearningModeling is an effective tool that facilitates improved practice through dialogueMentors must be allowed release time to observe protégés and vice versaEach week, frame a new Guiding Question

Implications for Administrators

Developing the ISPInductionSet goals, classroom routines, etc. during in-serviceReflection & Self -DiscoverySet Guiding QuestionsInformal Study based on Emergent Research

More…Formulate Line Items in ISP to address perceived needed improvements Formulate Line Items in ISP to address needed improvements as documented by classroom visitYou, Me UsCollaborative Reflection

Q&ADr. Nathan Templeton

Assistant Professor Department of Ed Leadership Texas A&M University Commerce

Nate.Templeton @tamuc.edu