2. Presentation Agenda
1. The Need for Mentoring Programs
2. The Benefits of Mentoring
3. Characteristics of Effective Mentoring
Programs
4. Effective Mentoring in Action
5. Moving Forward
3. The Need For Mentoring Programs
• Novice teachers usually start their careers
with little instructional support.
• Many feel overwhelmed.
4. The Need For Mentoring Programs
workload
evaluating
time
student
management
progress
knowledge of
relationships
content
curriculum
Johnannessen & McCann, 2004
5. The Need For Mentoring Programs
Teacher Turnover
• Nearly 25% of new teachers leave the
classroom within two years.
• Almost 50% will leave within five years.
Simmons & Steadman , 2007
6. The Benefits of Mentoring
higher student
achievement
more effective
classroom
improved management
instructional
practice
greater teacher
retention
Ingersoll & Strong, 2011
7. The Benefits of Mentoring
Student More Effective
Classroom
Engagement Management
Effective
Questioning
Improved
Instructional
Practice
Ingersoll & Strong, 2011
8. The Benefits of Mentoring
Student
Achievement
Greater Higher Test
Gains Scores
Ingersoll & Strong, 2011
9. Characteristics of Effective
Mentoring Programs
teacher-centered and strengths-based
Tschannen-Moran & Tschannen-Moran, 2011
11. 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
12. Effective Mentoring in Action
Full-time
Mentors
Comprehensive
Cohort Teacher Continuing
Groups Induction Education
Consortium
Action
Research
Gilles & McGlamery, 2009
13. 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
14. Effective Mentoring Programs
Greater
Student
Achievement
Improved
Increase
Instructional
Retention
Practice
Mentoring
Teacher-
centered and Decrease
Strengths- Stress
based
Separate
from
Evaluation
15. Moving Forward
Evaluate your school’s current mentoring
program:
• 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?
16. References
Davis, 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/40344899
Ingersoll, 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/23014368
Johnannessen, 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/30189884
Mihans, R. (2008). Can teachers lead teachers? The Phi Delta Kappan, 89(10), 762-765. Retrieved from
http://www.jstor.org/stable/40792274
Schwille, 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
17. References Continued
Simmons, 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/20442263
Tschannen-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
