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

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

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  1. 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

  2. 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).

  3. 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)

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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.

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

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. 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.

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

  18. Impact on Teacher Retention: Trends in One District

  19. 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.

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