1. Presentation Agenda1. The Need for Mentoring Programs2. The
Benefits of Mentoring3. Characteristics of Effective Mentoring
Programs4. Effective Mentoring in Action5. Moving Forward
2. The Need For Mentoring Programs Novice teachers usually
start their careers with little instructional support. Many feel
overwhelmed.
3. The Need For Mentoring Programs workload evaluating time
student management progress knowledge of relationships content
curriculum Johnannessen & McCann, 2004
4. The Need For Mentoring ProgramsTeacher Turnover Nearly 25%
of new teachers leave the classroom within two years. Almost 50%
will leave within five years. Simmons & Steadman , 2007
5. The Benefits of Mentoring higher student achievement more
effective classroom improved management instructional
practicegreater teacherretention Ingersoll & Strong, 2011
6. The Benefits of Mentoring Student More Effective Classroom
Engagement Management Effective Questioning Improved Instructional
Practice Ingersoll & Strong, 2011
7. The Benefits of Mentoring Student Achievement Greater Higher
Test Gains Scores Ingersoll & Strong, 2011
8. Characteristics of Effective Mentoring
Programsteacher-centered and strengths-based Tschannen-Moran &
Tschannen-Moran, 2011
9. Characteristics of Effective Mentoring Programs Plan Teach
Novice Teacher and Mentor Reflect Schwille, 2008
10. Characteristics of Effective Mentoring Programs Mentoring
must be independent from evaluation. Mentoring should not be used
as a data source in an evaluation. Tschannen-Moran &
Tschannen-Moran, 2011
11. Effective Mentoring in Action Full-time Mentors
Comprehensive Cohort Teacher Continuing Groups Induction Education
Consortium Action Research Gilles & McGlamery, 2009
12. Effective Mentoring in Action 100% 90%Percentage of Fellows
Remaining in Teaching 80% 70% 60% 50% 40% 30% 20% 10% 0% Missouri
(8 years) Texas State (10 years) Nebraska (5 years) Gilles &
McGlamery, 2009
13. Effective Mentoring Programs Greater Student Achievement
Improved Increase Instructional Retention Practice Mentoring
Teacher- centered and Decrease Strengths- Stress based Separate
from Evaluation
14. Moving ForwardEvaluate your schools current
mentoringprogram: Are new teachers receiving the necessary
instructional supports? Who is providing this support? Do these
individuals have enough resources and time to provide adequate
mentoring?
15. ReferencesDavis, B., Gilles, C., & McGlamery, S.
(2009). Induction programs that work. The Phi Delta Kappan, 91(2),
42- 47. Retrieved from
http://www.jstor.org/stable/40344899Ingersoll, R. M., & Strong,
M. (2011). The impact of induction and mentoring programs for
beginning teachers: A critical review of the research. Review of
Educational Research, 81(2), 201-233. Retrieved from
http://www.jstor.org/stable/23014368Johnannessen, L. R., &
McCann, T. M. (2004). Why do new teachers cry? The Clearing House,
77(4), 138-145. Retrieved from
http://www.jstor.org/stable/30189884Mihans, R. (2008). Can teachers
lead teachers? The Phi Delta Kappan, 89(10), 762-765. Retrieved
from http://www.jstor.org/stable/40792274Schwille, S. A. (2008).
The professional practice of mentoring. American Journal of
Education, 115(1), 139-167. Retrieved from
http://www.jstor.org/stable/10.1086/590678
16. References ContinuedSimmons, J. S., & Steadman, S. C.
(2007). The cost of mentoring non-university-certified teachers:
Who pays the price? The Phi Delta Kappan, 88(5), 364-367. Retrieved
from http://www.jstor.org/stable/20442263Tschannen-Moran, B., &
Tschannen-Moran, M. (2011). The coach and the evaluator. The New
Leadership Skill, 69(2), 10-16. Retrieved from
http://www.ascd.org/publications/educational-
leadership/oct11/vol69/num02/The-Coach-and-the-Evaluator.aspx