The Impact of New Teacher Induction - Term Paper Example

 «The Impact of New Teacher Induction» II. Review of the Literature Introduction Key Words Defined History of Induction and Mentoring ………………………………………………………… Beginning Teacher Support Program Mentors Mentor Observations Observations of Experienced Teachers The Role of the Mentor……………………………………………………………….. Effective Traits of a Mentor Program………………………………………………… Mentor Training………………………………………………………………………. Stage of Beginning Teachers………………………………………………………….. Mentor/Mentee Matching…………………………………………………………….. Mentor/Mentee Relationship…………………………………………………………. Time Dedicated to Mentoring…………………………………………………………. Confidentiality………………………………………………………………………… Ideology Attrition Administrative Support……………………………………………………………… Working Conditions Chapter Summary Review of the Literature Introduction The Elementary and Secondary Education Act of 1965 is the design for educational reform in the No Child Left Behind (NCLB) Act 2001. The design includes increased accountability for student performance; focuses on research-based teaching practices that have proven to be effective, reduced bureaucracy, and increased flexibility provided to states and school districts and increased parental empowerment. The NCLB Act also gives details to the design by providing priorities such as improving academic performance of disadvantaged students, boosting teacher quality, educating limited English proficient students to English fluency, and promoting informed parental choice and innovative programs. Additional priorities incorporate encouraging safe schools for the 21st Century, increasing funding for Impact Aid, and encouraging freedom and accountability. One of the important issues in public schools is having highly qualified teachers in every classroom in the United States (Ellison & Jazzer 2007). NCLB legislation proposes improvement in preparing, training, and recruiting teachers. The proposal is based upon the principle that teacher excellence is vital to achieving improved student success. This proposal combines the funding of federal education programs, including the Class Size Reduction program and the Eisenhower Professional Development program, into performance-based grants to states and localities. Using these funds, school districts have the support and flexibility necessary to improve academic achievement through initiatives as providing high-quality training grounded in scientific research for teachers. In return, states will be held accountable for improving the quality of their teachers. The first section of this review of literature focuses on national data that helps to explain the impact of highly qualified teachers on student achievement. One of the research-based approaches to improving teacher quality is the formation of an induction program that includes a mentoring component. Many districts have turned to induction programs that include mentoring to address growing concerns of teacher quality and high teacher attrition rates. Research supports induction programs including mentoring to improve retention rates (Feiman-Nemser, 1996). Key Words Defined 1. Beginning Teachers/Novice Teachers/New Teachers: teachers new to the teaching profession. 2. Mentor: a person who offers support, guidance and assist in the professional development of the beginning teacher. 3. Mentee: the novice teacher receiving the mentoring. 4. Mentor Program: program design to offer professional development on how to support new teachers. 5. Lateral Entry Program: alternate licensure program to enter into teaching. 6. Administrators: central offices, school principal and assistant principals. History of Induction and Mentoring Since the early 1980s, North Carolina has employed quality teacher reforms that attempt to improve teaching skills, reduce attrition, and improve student learning abilities. These reforms include salary increases, National Board Certificate incentives, better licensing requirements, and mentoring programs (Improving Teacher Quality: Closing the Achievement Gap). Moreover, targeting mentoring programs has been one of NC’s major focuses, particularly in Charlotte-Mecklenburg Schools (CMS). According to Stroble and Cooper (1988) new teachers have experienced better outcomes when mentors act as assistants rather than evaluators. In other words, merely testing, assessing, or reviewing is not enough. Mentors who display empathy or support have been more appropriate and favorable for mentees in CMS. Both Stroble and Cooper point out surveys conducted in 1986 with respect to these results and mentees claim to support constructive criticism in contrast to monitoring. Mentoring is exercised and frequently implemented within induction programs. Since the start of mentoring, differences have been noted. While mentoring is more informal and relationship-oriented, induction typically speaks of structured programs that may rely on mentors as one of its components. In response to a work by Looney (2010), mentoring the action done by mentors and induction goes beyond that of mentoring. He also discusses that beginning in 1980s were innovative efforts to resolve student dropout rates and low test scores. Leaders needed to realize there was a problem in education and improving teaching was made a recommendation or requirement in most states (Looney, 2010). As part of improving CMS teacher success, in July of 2007 Teacher Professional Development Department (TPDD) was created and addresses school and employee needs. It is funded by Title II and this department carries out numerous programs; Lateral-entry, New Teacher Induction Program (NTIP), mentor training, and the Professional Development Master Teacher Initiative (PDMT). The TPDD also provides services funded by Title I. Those services are implemented in elementary, middle, and high schools which are designated to specific literacy coordinators (CMS, 2009). CMS can give much credit to the University of California, Santa Cruz, which in 1988 formed the Santa Cruz New Teacher Project (SCNTP). While originally started in California, this project later took a widespread to numerous states in America and is fully functional in CMS. This expansion is now a large educational movement all over the nation (Moir, 2003). Beginning Teacher Support Program Mentors The term mentor is used in many different areas, but often it has the similar or same use in most contexts. To mentor someone is to assists another individual and that seems simple enough. Importantly, a mentor’s duties are to be genuinely focused on the mentee. Traditionally, the most underused aspect of teacher developing has been using other teachers to help advance learning; allowing colleagues to assist each other (Kearns, 1993). One may say these are some duties of the mentors. Thus, what exactly are these duties? According to Stroble and Cooper (1988), mentors are expected to fulfill the evaluative feature of mentoring then the duties could be to monitor, judge, and inform mentee teachers of the requirements of the school district. However, does that give support, encouragement, and direct knowledge to the mentee? Does this action give mere oversight? Unlike traditional methods, new mentoring seems more compassionate than the old. For example, a mentor is said to “an experienced teacher who gives guidance to novice teachers and teaches new in the system” (CMS, 2010). More specifically Wheeler (2007) of the N.C. Teacher Licensure Unit (TLU) says new teachers are observed by an evaluator and assigned a mentor to allow the teacher to succeed by instructing an Individual Growth Plan (IGP). Here is more enlightenment on a component that assigns mentoring. Human Resource Review Operations (2006) in the CMS has put together induction programs designed not only for the mentee, but for the mentor and other principals and administrators in the district. These courses directly affect non-instructional and instructional employees for the greater good of education improvement. The HR Division is responsible for training mentors to help develop techniques and methods to better instruction and give orientations. Pay incentives are given to mentors for particular instructional performances. In addition, the HR Division recommends a district-wide academy in which principals, assistant principals, and other area directors are identified and mentored (Council of Great City Schools, 2006). Mentor Observations So what is the mentor looking for? What is he or she scrutinizing? Earlier discussions involved support and guidance, but arguably proper observation may determine the proper degree of support to give. Often enough, mentors should observe the mentee’s best interests in order to further bond the relationship. Mentors will handle needed improvements and give corrective feedback to help address errors (University of Wisconsin-Madison, 1998). In a sense, the mentor’s observation is helpful in introducing the new teacher in the profession and hopefully deters him or her from the discouragement that leads to quitting the job. Another question to ask, how much time does the mentor have to observe his or her mentee? Survey reports indicate that 7 percent of mentors never observe mentees, 79 percent say sometimes they observe their mentor and 14 percent observe new mentees at least once a week. These results depend on the mentors answers and as mentioned before in chapter one, differ from mentee answers. (Report on the Effectiveness of Representative Mentor Programs, 2008, p.6). Observations of Experienced Teachers Monitoring more seasoned teachers will likely strengthen the skills of mentors. Observing experienced teachers would be for what purpose? One reason is to verify that the teacher is qualified to become and remain a mentor. Regarding some good teaching practices as second nature, it is essential to comprehend that not all of teachers know how they teach and so training to be a mentor requires the ability to reflect on one’s own practice. These skills involve good communication to mentor effectively; making the teaching of mentors just as important as mentoring mentees. (Portner, 2005, p.62). Experienced teachers who mentor have professional development opportunities. The State Board desires having mentors willing to take on the role rather than non-voluntary commitment. Simply put, enthusiasm in mentoring must be present, as well as participation in on-going development. During the Santa-Cruz New Teacher Project mentors gain two to three days of training at the beginning of the project and weekly staff meetings are held to discuss challenges and practice observation and coaching skills (Report on the Effectiveness of Representative Mentor Programs, 2008); one of the projects that provide examination to delegated mentors. The Role of the Mentor The responsibility of a mentor involves different approaches. Not only being a supervisor; being a good communicator, diplomat, and non-competitive partner are important mentor functions. Additionally, the mentor’s duty is to respond to mentee issues that are raised. In many instances there need not be formal contracts between mentor and mentee, but rather mutual agreements about one another’s roles. Friendship is another developing aspect of mentoring, which is not a necessary component and the bond may be beneficial for both, and parties must respect boundaries (University of Wisconsin-Madison, 1998). A study of a mentor’s motivations was conducted in which various results were found. Fourteen experienced mentors answered questionnaires asking what motivates them. Some mentors found intrinsic rewards, as opposed to financial incentives in mentoring teachers and claimed to have benefitted mentors as well as other teachers. This study also explained how various meanings of the term ‘mentor’ and putting these meanings into task-related action can help educators discuss important matters. In other words, mentor teachers state that mentors have expertise, are reflective, tolerant individuals, aware and responsive to mentees, and leading individuals (Hudson, P., & Hudson, S., 2010) Effective Traits of a Mentor Program The mentor program has valuable features. According to Fletcher and Barrett (2004), these programs teach educators how to interact and develop with colleagues and the educational community. Mentioned earlier was the Santa Cruz Program, utilizing the assignment of 15 mentees per mentor. In this self-assessment surveys are drawn up and mentees are asked to respond to questions given. Here are the positive mentee answers given: 97.1 percent said mentors and mentees discuss solving problems and teaching together. Ninety-eight percent said overall the mentor has helped improve skills, and effectively manage the classroom (92.8%). The mentor and mentee analyze student work (88.6%). The mentor observes his or teaching (85.7%), mentor demonstrates lessons in the mentee’s class (65.7%) and a significant percentage (95.7) of mentees say that mentoring effectively helped working with students of different cultural, economic, and linguistic backgrounds (Fletcher & Barrett, 2004). These seem to be substantial gains for schools utilizing the Santa Cruz design in induction and mentoring. Mentor Training & Stage of Beginning Teachers According to Hanes and Mitchell (1985), mentors are usually chosen by principals to act as role models for beginning teachers. How are these mentors trained? Preferably, training is conducted as a group depending on numbers available. Many programs suggest that sessions should last up to two hours. The potential mentor may sign agreements as per program and are issued handbooks in which to refer. (Locklear, 1991). Aside from these materials, three other components are essential for concentration: classroom guidance, emotional support, and practical functions. In the classroom, mentors are trained offer knowledge regarding school policies and profession, the community’s educational anticipations and share one’s wisdom of the field. Mentors are trained in giving regular feedback, taught to display confidence and create a fun environment to minimize stress, which are emotional considerations on which to focus. Moreover, mentors are encouraged to join local teacher organizations, to inform newcomers of district instructions, and participate in research projects. Pertinent to mentor selection and preparation, mentors must meet minimum qualifications; possess exceptional instruction skills, and academic maturity (Bercik, 1994). Beginning teachers have a structured stage of training to encounter. One stage to mention is the Teacher Professional Development in the Later-Entry Advancement Program (LEAP), in which principals select those responsible for new teacher induction. The LEAP gives ten days of state-required training and mentoring to Lateral-Entry teachers. The New Teacher Induction Program (NTIP) offers a first five years of teacher induction which promotes teacher retention and seminars (CMS, 2007). Mentor/Mentee Matching and Relationship Both parties are typically matched relating to similar professions in the educational expertise. Mentors may address mentee problems and give better advice when familiar with the newcomer’s teaching field. According to Moir (2007) it is suggested that mentors teach identical subject matter at the same grade level as their mentees. Matching as such saves mentor time and strengthens the partnership. However, a failure to make a perfect match is inevitable as some teacher schedules may not permit. Not only do leaders prefer similar field experience between parties, experience is a characteristic to observe. Although professionals may prefer that mentors have eight to fifteen years of teacher experience, lesser years are said to be in favor of many mentees, but why? Often the mentee feels that mentors having been in the teaching profession a long time are not as empathetic as some. Additionally, physical distance between both should be small as this may quickly help resolve questions. Schedules should compare enough so both can meet regularly, even if this means assembling during eating or preparation times (Ganser, 1995). It is important that the relationship between the two are understood. The relationship is supportive and yet, occupational. Blatantly, a job must be fulfilled because mentors are employed by the educational system. However, support is essential to keep morale and to better mentor-mentee efforts. Realistically, the parties should understand each other’s lives outside the profession as other endeavors are probable. Time Dedicated to Mentoring According to the Report on the Effectiveness of Representative Mentor Programs (2008) survey, times that mentors spend in collaboration vary. It is reported that surveys indicate that nine out of ten new teachers are assigned mentors their first and second. This means that not all teachers had mentoring. This is unique, considering that many programs require new teacher induction, but not specifically mentoring. Much mentor-mentee information may seem repetitive as much of it is covered in earlier sections of this work. However, principals are rarely mentored. Less than 31 percent whom have three or less years as a principal are mentored. Importantly, those that receive mentoring find mentoring beneficial (Report on the Effectiveness of Representative Mentor Programs, 2008). Another area of the surveys to which should be directed is the highest percentages. Aside from planning during school days, planning instruction with mentors, and having discussions with mentors about teaching; being observed by mentors seems to be the largest mentor method in the survey. New teachers (72%) and mentors (79%) say sometimes they are observed by mentors. It may be questionable to infer that mentor observation is the chief utilization in these programs (Report on the Effectiveness of Representative Mentor Programs, 2008). Confidentiality Should mentoring have concerns in confidentiality? Should the two parties agree to certain degrees of privacy? Experts have said that confidentiality is one of the most important features to keeping a trusting and successful mentor-mentee bond. One could derive that the connection between principals and superintendent or school boards are supervisory and from this the teacher-principal relationships are supervisory as well. That being said, secrecy between mentors and mentees are preferred and it is advised that mentors give prior notice before discussing their detailed information to their higher (Dukess, 2001). Although these are important issues in confidentiality; breaching privacy maybe justifiable if safety problems emerge (Taherian & Shekarchian, 2008). Ideology Attrition Attrition rates are one motive for implementing induction programs that assign mentors to help improve teaching performance. Leaving the job continues to happen for different teacher types and for diverse reasons. According to Moir (2003) teachers often find themselves beset by numerous organizational tasks, assigned the most difficult students, and because of this some studies show that new teacher attrition rates are nearly percent following their first four years. The upside to teacher attrition is that it has decreased since 1995 and until 2005-06. For North Carolina, lateral-entry teacher retention has increased from 62.5 percent to 80.1 percent after their first year. After two years retention was once 47.5 improving to 65.7 percent and after the third year lateral teachers was 40, increasing 53.7 percent. After the fourth year rates improved from 36 to 52.2 percent and the fifth year increases were from 31.7 to 48.3 percent (Report on the Effectiveness of Representative Mentor Programs, 2008). One question is whether or not these rates will continue to improve. Administration Support To what extent does the administration assist the beginning teacher? Teachers are scrutinized by school administrators from one to three times annually; at the least once by a qualified school administrator and by other teachers as well. Aside from mentor use, administrators may implement alternative support programs for those already in mentoring groups (N.C. State Board of Education: Policy Manual, 2006, p.3). In 2006, CMS superintendent Peter Gorman asked administrators to inspect the human resources department and give recommendations for improvement. There are constantly enhancement suggestions made for teachers such as increased pay, support for administrators to further education, and to better assist mentees and mentors. The opportunity to share ideas with administrators and former administrators extends the listed collegiality among staff (Counsel of Great City Schools, 2006). Working Conditions Working conditions for new teachers are another motive for developing many induction programs. History speaks of theories that became the reality of the beginning teaching experience. Many were left to “sink or swim,” endure a “trial by fire” job, or the “boot camp” feeling mentioned in chapter I of this piece that mentoring and other retention improving are supposed to resolve (Smith and Ingersoll, 2004). As said before, tactics to avoid harsh working conditions should require the assignment of early mentoring, none or few supplementary activities that interfere with learning, and limit the number of difficult students in the classroom to name a few (N.C. State Board of Education: Policy Manual, 2006). In other words, those activities not related pertaining directly to or that would impede beginning teachers to prevail are to be avoided. Summary Briefly, this chapter has given a precise review, observing the history behind induction and its mentoring component, basics of beginning teacher support programs, and the ideology concerning teacher support influenced by the No Child Left Behind Act 2001 and other essential employment factors. Charlotte-Mecklenburg Schools along with NC in general has relied on what seems to be proven practices that increase learning. The need to constantly implement mentoring programs and provide enhancement plans for those who mentor and lead the school systems’ administration is always useful to maintain quality education. Induction programs set out to prevent unfavorable work conditions is an effort to maintain experienced and much needed teachers in the profession. Through these programs, whether mentoring or induction, professionals attempt to maintain a stronger educational system than that of the past. References Bercik, J. T. (1994). The principal’s Role in Mentoring. Streamlined Seminar. 13 (3) 1-6 CMS. (2007). Executive Summary: Teacher Professional Development. Retrieved from http://www.cms.k12.nc.us/boe/management%20oversight%20reports%20schedule/teach er%20professional%20development.pdf CMS. (2010) School Counseling Services: Glossary. Retrieved from http://www.cms.k12.nc.us/CMSDEPARTMENTS/SCS/Pages/Glossary.aspx Council of the Great City Schools. (2006) Review of human resources operations in CMS. Retrieved from http://www.cgcs.org/pdfs/Charlotte_HR.pdf Dukess, L. F. (2001) Meeting the Leadership Challenge. Designing Effective Principal Mentor Programs: The experiences of Six New York City Community School Districts. New Visions for Public Schools, NY, NY. Retrieved from http://www.eric.ed.gov/PDFS/ED464392.pdf Ellison & Jazzer 2007 Feiman-Nemser, S. (1996) Teacher mentoring: A critical review. Retrieved from http://www.mentors.ca/teachermentors.html Fletcher, S. H. & Barrett, A. (2004) Developing effective beginning teachers through mentor based induction. Mentoring & Tutoring Partnership in Learning. 12 (3) 321-333 Ganser, T. (1995) Principles for mentor teacher selection. Teacher Reference Center. 68 (5) Hanes, R. C. & Mitchell, K. F. (1985) Teacher career development in charlotte-mecklenburg. educational leadership. 43 (3) 11-13. Retrieved from http://www.eric.ed.gov/PDFS/ED378687.pdf Hudson, P. & Hudson, S. (2010) Mentor educators’ understandings of mentoring. Preservice primary teachers. International Journal of Learning. 17 (2) 157-169 NGA Center for Best Practices. n.d. Closing the achievement gap. Retrieved from http://www.subnet.nga.org/educlear/achievement/quality/quality_otherstates.html Kearns, D.T. (1993) Toward a new generation of American schools. Phi Delta Kappa International. 74 (10) 773-776. Locklear, E. L. (1991) CareerSmarts. 4-H Mentoring program: Agent’s handbook: Mentor’s handbook: Protege’s handbook. Retrieved from http://www.eric.ed.gov/PDFS/ED358334.pdf Looney, J. (2010) Developing comprehensive mentoring and induction programs at Christian schools. International Mentoring Association. http://www.mentoring- association.org/membersonly/LooneyXnSchls.html#MI Moir, E. (2003) Launching the next generation of teachers through quality induction. New Teacher Center University of California, Santa Cruz. Retrieved from http://www.nctaf.org/resources/events/2003_summit-1/documents/archive_launching -the-next-generation-of-teachers.doc Moir, E. (2007) Quality induction: Mentoring and support. New Teacher Center at the University of CA, Santa Cruz. 36-59. Retrieved from http://ptgmedia.pearsoncmg.com/images/9780132382120/samplechapter/FeistritzerCh3. pdf N.C. State Board of Education: Policy Manual (2006) Policies on the beginning teacher support program. Retrieved from http://www.ncpublicschools.org/docs/recruitment/beginning/policysupportprogram.pdf Portner, H. (2005) Teacher Mentoring and Induction: The state of the art and beyond. Corwin Press. Thousand Oaks, CA. Report on the Effectiveness of Representative Mentor Programs. (2008) Retrieved from http://www.ncleg.net/documentsites/committees/JLEOC/Reports%20Received/2008%2 0Reports%20Received/Mentor%20Report.pdf Smith, T. M. & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41 (3) 681-714. Stroble, E. & Cooper, J. M. (1988) Mentor teachers: Coaches or referees? Theory into practice. 27 (3) Mentoring Teachers. Published by Taylor & Francis, Ltd. 231-236. Taherian, K. & Shekarchian, M. (2008) Mentoring for doctors. Do its benefits outweigh its disadvantages? Medical Teacher. 30 (4), 95-99. University of Wisconsin-Madison (1998) Mentor’s role. Retrieved from http://teachingacademy.wisc.edu/archive/Assistance/MOO/mentorsrole.htm University of Wisconsin-Madison. (1998) Mentor’s Role. Retrieved from http://www.cgcs.org/pdfs/Charlotte_HR.pdf Wheeler, C. (2007). More at four teachers. Office of school readiness/NC Dept of public Instruction. Retrieved from http://www.osr.nc.gov/TLU/pdf/mafTLU_flyer.pdf Read More