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The Impact of a Full-Release Mentoring Model on the Practice and Retention of Beginning Teachers. Lisa Abrams, PhD Therese Dozier, EdD Virginia Commonwealth University Center for Teacher Leadership AERA April 14, 2009. Introduction.

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The Impact of a Full-Release Mentoring Model on the Practice and Retention of Beginning Teachers

Lisa Abrams, PhD

Therese Dozier, EdD

Virginia Commonwealth University

Center for Teacher Leadership

AERA

April 14, 2009

introduction
Introduction
  • 40-50 percent of new teachers will leave the professional within the first 5 years (Smith & Ingersoll, 2004).
  • Urban districts spend $8,750 for every teacher that leaves the district entirely; non-urban districts spend $6,250. The cumulative costs for all schools and districts across the country to hire, recruit, and train the replacement teachers is estimated at $7.34 billion (Barnes, Crowe and Schaefer 2007) .
  • Mentoring has been shown to have a positive impact on teachers’ decisions to stay in the profession and the same school (Borman & Dowling, 2008; Ingersoll & Kralik, 2004; Kapadia, Coca & Easton, 2007).
  • Frequency and duration of mentoring; the range of supports provided can enhance the impact of mentoring (Guarino, Santibanez & Daley, 2006).
national landscape
National Landscape
  • In 2006, 30 states mandated new-teacher induction programs.
  • By 2008:
    • 22 states provide funding for induction programs
    • 25 provide mentoring programs for new teachers
    • 20 have program standards for the selection, training or matching of mentors (Quality Counts, 2006; 2008)
local mentoring program
Local Mentoring Program
  • The Beginning Teacher Advisor (BTA) Program was first implemented in 2005.
  • Program stemmed from past work of a well-established university partnership with local schools districts.
  • Partnership identified a shared need to provide more induction support to beginning teachers in the districts’ highest-need schools.
  • Two cohorts of participating beginning teachers: 2005-2007 and 2007-2009
key features of bta program
Key Features of BTA Program
  • Based on the Santa Cruz Mentoring Model
  • Competitive selection process for mentors/ coaches (n=12)
  • Time to mentor/coach; each mentor assigned to 15 teachers
  • Intensity of work with each teacher (at least one hour a week focused on improving instruction)
  • Formative assessment/data collection tools
  • Confidentiality
  • Ongoing opportunities for professional develop-ment and problem solving
measuring program effectiveness
Measuring Program Effectiveness
  • Experimental design to study program
  • Possible school sites for the BTA program were matched according to student achievement, SES and teacher attrition rates.
  • Schools were randomly assigned to pilot or comparison groups.
  • 2005-2007: 31 pilot schools; 175 new teachers
  • 2007-2009: 30 pilot schools; 170 new teachers
data collection
Data Collection
  • Survey pilot and comparison school teachers after the first year
    • Wave 1: spring 2006, 83% and 76% response
    • Wave 2: spring 2008, 68% and 42% response
  • On-line survey was based in part on:
    • 1999-2000 School and Staffing Survey (NCES)
    • 2000-2001 Teacher Follow-up Survey (NCES)
    • The New Teacher Center Induction Survey
  • Obtained teacher attrition rates for pilot and comparison schools
survey respondents
Survey Respondents

1. The “other” category includes the American Indians/Alaska Native, Asian American, Hispanic/Latino and multi-racial the no-response options.

2. The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

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*The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

frequency of mentoring
Frequency of Mentoring
  • Beginning teachers in pilot schools reported meeting with their mentors more frequently.
  • 5.4% of comparison school v. < 1% of pilot school teachers reported “never” meeting with their mentor.
  • 46.9% of pilot v. 28.8% of comparison school teachers reported that their mentor helped them to “a great extent” during their first-year of teaching.
discussions of how best to meet the needs of all students
Discussions of how best to meet the needs of all students

The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

work with mentors
Work with Mentors
  • Beginning teachers in pilot schools were more likely to report that their mentor:
    • Observed their teaching and had follow-up discussions.
    • Modeled lessons or strategies and/or co-taught in their classroom.
    • Helped in using student assessment data to guide instruction.
    • Provided classroom management strategies.
  • Response similar for mentoring related to differentiated instruction, providing resources and materials and assisting with lesson planning.
focus of mentoring
Focus of Mentoring

The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

impact of mentor s observations of teaching and follow up discussion
Impact of mentor’s observations of teaching and follow-up discussion

The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

impact of mentor s modeling of lessons or strategies
Impact of Mentor’s Modeling of Lessons or Strategies

The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

satisfaction with teaching
Satisfaction with Teaching

*The overall chi-square test is statistically significant (alpha < .05); indicating statistically significant differences between the pilot and control group survey responses.

career plans
Career Plans

There were no statistically significant differences between the pilot and control group survey responses (alpha < .05).

conclusions
Conclusions
  • Full-release mentoring model provides beginning teachers with greater levels of support than traditional approaches.
  • Beginning teachers w/a BTA report participating in a richer mentoring experience that goes beyond “survival support”.
  • Survey results suggest the full-release model has a more powerful impact on classroom practice than a traditional models.
  • Program has had a positive impact on attrition rates, even though beginning teachers reported lower levels of satisfaction with the profession.

This work and the BTA program is funded in part by a USDOE Teacher Quality grant.