2.1 Mentors’ views of factors essential for the success of beginning  (Page 10/11)

Concerning the open-ended questions, mentor teachers commented that they were given time to evaluate the new teacher, and their selection to be a mentor was based on criteria such as proximity and class subject. The most difficult part of their duty was conflicting schedules with mentee, little support from administration, and no guidelines or training in what they were expected to do. Mentors would have felt more appreciated with more scheduled meeting time with the new teacher and an increase of benefits for their work. They would have liked more instruction on curriculum alignment and observation time with the new teacher. The additional comments made by mentors consisted of the need for more time for the new teacher to grow professionally with less emphasis on TAKS scores. They also stated that standardized state testing was hurting schools because too much time was being spent on student test scores.

Implications of our findings are that school districts need to prepare mentor teachers for their role in the teacher-mentoring program. According to this research study, and the studies of other researchers, mentors must be provided with certain criteria for a teacher-mentoring program to be successful. Mentors responded that it was absolutely essential a teacher-mentoring program have well-defined goals. First-year teachers must feel encouraged to seek assistance when needed, in an accepting school climate. Explanation of duties and responsibilities assigned to mentors must be reviewed. According to mentors, time must be given to allow observations of the mentor and mentee giving instruction along with administrators respecting the confidentially between the mentor and the first-year teacher. Mentors responded that orientation on PDAS, training on technology implementation into the classroom, and requirements for a teacher certification fulfilled are absolutely essential for the retention of first-year teachers. The incidence and influence of the factors given in the study are factors in a successful teacher-mentoring program, which relate to the retention of first-year teachers.

References

Andrews, B. D.,&Quinn, R. J. (2005). The effects of mentoring on first-year teachers’perceptions of support received. The Clearing House, 78(3), 110-116.

Andrews, S., Gilbert, L.,&Martin, E. (2007). The first years of teaching: Disparities in perceptions of support. Action in Teacher Education, 28(4), 4-13.

Archer, J. (2003). Increasing the odds. Education Week, 22(17), 52-55.

Berry, B., Hopkins-Thompson, P.,&Hoke, M. (2002, December). Assessing and supporting new teachers: Lessons from the southeast. Chapel Hill, NC: Center for Teaching Quality. Retrieved May 18, 2006, from (External Link)

Black, S. (2001). A lifeboat for new teachers:“Without mentors and other support, new teachers are left to sink or swim.”American School Board Journal. [online]. (External Link)

Bowen, D. (1985). Were men meant to mentor women? Training and Development Journal, 39(1), 30-34.

Brown, T., Hargrove, S., Hill, R.,&Katz, L. (2003). Promoting quality teachers through a supportive mentoring environment for pre-service and first-year teachers. Paper presented at the annual Meeting of the Association for Teacher Educators (Santa Fe, NM, August 9-13, 2003). ED 480 857.