Evaluation Report pdf

Running Head: PROGRAM EVALUATION !1
San Joaquin County Office of Education’s
Special Education Teacher Mentoring Program Evaluation
Jennifer Clare

PROGRAM EVALUATION !2
I. Table of Contents…………………………………………………………………………….. 2
II. Executive Summary…………………………………………………………………………. 3
III. Introduction………………………………………………………………………………….. 3
IV. Evaluation Framework………………………………………………………………………..4
V. Evaluation Findings…………………………………………………………………………..6
VI. Recommendations…………………………………………………………………………….7
VII. Resources.……………………………………………………………………………………9
VIII. Acronym list………….…………………………………………………………………….11
IX. Appendices
A. Evaluation Timeline……………………………………………………………………..12
B. Mentor Program Logic Model…………………………………………………………..14
C. Interview Data from Stakeholders……………………………………………………….15
D. First Year Teacher Survey Data Analysis……………………………………………….18
E. Second and Third Year Teacher Survey Data Analysis…………………………………25
F. Mentor Logged Hours…………………………………………………………………..27
G. First Year Teacher Survey Raw Data…………………………………………………….28
H. Second and Third Year Teacher Survey Raw Data………………………………………38
I. Possible Post Session Survey…………………………………………………………….46

Executive Summary
The purpose of this evaluation is to determine if a mentoring program is needed to
support new teachers and their feeling of self-efficacy. The goal of the evaluation is to determine
if the existing program is effective in offering current levels of support to newly hired teachers.
The evaluation was implemented over a three month period. The evaluation impacts include
feelings of self-efficacy amongst new teachers and success of existing mentor program. The
conclusions show the program is effective in feelings of support, and it is recommended the
program continue with some modifications.
Introduction
The SJCOE Special Education program has 77 teachers, working with students with mild
to severe disabilities at locations in Linden, Lincoln, Manteca, Ripon, Escalon, Tracy, Jefferson,
Banta, and Lammersville Districts. A peer mentor program was started around 2003, and has
been implemented with varying levels of intensity since it began. The goal of the program is to
provide support for first, second, and third year teachers in order to help them succeed. The
program also attempts to support new teachers in procedure, professionalism, and work/life
balance. Implementation data was pulled from the 2014-2015 school year from August to March.
The program is currently in implementation and serves twenty-three first through third year
teachers. The program began the school year with five mentors, and is currently at four mentor
teachers as of December, 2014.
Project participants include first, second, and third year teachers, mentoring teachers, and
the administrator in charge of the mentoring program. Based on feedback from interviews with
major stakeholders (supervising administrator and mentor teachers) and from surveys given to

first through third year teachers, the program is effective in improving levels of self-efficacy and
should continue, with some modifications. Data analysis and recommendations will be presented
to major stakeholders and to the special education division director. It is recommended that the
program continue with modifications recommended by stakeholders and participating teachers.
The audience shall include all participants, in addition to the division director of special
education programs and the rest of the administration team. Please also refer to Appendix B,
Mentor Program Logic Model, which shows the resources, activities, outputs, outcomes, and
impact of the current program.
Evaluation Framework
The purpose of the evaluation is to determine if the mentoring program effectively
supports new teachers by looking at feelings of support and self-efficacy in the special education
teacher role. The following evaluating questions were identified by the mentor teachers and
supervising administrator:
Is what we are doing with the new teachers effective? What is the flow of chain of
command, point of contact? (i.e., new teacher to mentor to admin?) What it is that
the teachers felt most supported in, and what did mentors feel most effective in?
What ways did you feel you wanted to be more effective, but couldn’t? Moving
forward with new teachers, what is the next level of support needed?
The evaluator’s questions include: How can we best support new teachers and mentor teachers?
Does this program effectively support new teachers? Does the cost (stipend) for this program
need to be raised? What are the expectations of this program? Are mentor teachers being used
primarily for mentoring, or do other tasks take away from this (leading trainings, covering IEPs

for other teachers, etc)? Do new teachers feel supported/qualified in their role? Are questions
being answered, needs being met? Does administration feel they are fielding questions from new
teachers that could be addressed by veteran teachers?
The evaluation team consists of one of the mentor teachers within the program acting as a
participant observer. This evaluator’s mentor hours are included within the data collected.
Current mentor teachers and administration were interviewed (major stakeholders) in order to
facilitate their involvement with the evaluation process (see Appendix C for full interview
questions and responses). The interview responses include input solely from the mentor teachers
and supervising administrators to minimize bias.
Study Design
Mentor teachers were interviewed on March 3rd, 2015 in person during a mentor
planning meeting and the supervising administrator was interviewed on March 6th, 2015 via
phone. Notes were taken regarding their responses (see Appendix C for full questions and
responses). Mentor teachers also provided data from logs record August-March of the 2014-2015
school year indicating hours spent mentoring teachers and hours spent covering IEPs. Three out
of four mentor teachers provided hours spent mentoring and covering IEPs.
First year teachers were emailed a ten question survey with three attempts to solicit
responses. It was emphasized that the survey was voluntary, did not influence individual
evaluation, and was to be completed outside of work hours. Eleven out of sixteen first year
teachers responded to the survey (See Appendices D and G for full questions and responses).
Second and third year teachers received an eight question survey and three emailed attempts to
solicit responses with the same emphasis in instructions. Three out of seven second and third

year teachers responded to the survey (See Appendices E and H for full survey questions and
responses). A summative approach was used, and data is analyzed using both quantitative and
qualitative methods. Survey and interview data was organized in narrative form. The number of
responses for each multiple choice question were recorded. Commonalities were identified for
open-ended questions. Data was recorded in tables and charts showing questions and responses
and a record of hours (see Appendices C, D, E, and F).
SurveyMonkey was used to administer surveys for first through third year teachers.
Questions include addressing areas covered well and not covered well, feelings of support and
self-efficacy, and effectiveness of the program (See Appendices D and E for full questions).
Surveys were open and available from March 24th through April 6th. Items unable to be
collected include surveys given out to attending teachers after three of the monthly sessions held
during the 2014-2015 school year. The evaluator is a participant observer, which may limit an
objective perspective in conducting this evaluation. The time frame for this evaluation was
February through April, 2015. More time would likely produce more information regarding the
effectiveness of the program.
Evaluation Findings
Mentors
The mentor log data shows 65% of hours were spent mentoring teachers while 35% of
hours were spent covering IEPs for other teachers (see Appendix F). The interview with mentor
teachers showed a desire to spend less time covering IEPs and rather have peer or veteran
teachers take on this responsibility so that mentor teachers are able to focus on mentoring alone.
Stakeholders also identified a need to make monthly sessions mandatory by either moving them

to early release days or offering compensation. Adding incentives was also discussed to
encourage optional attendance.
First Year Teachers
Based on their responses, first year teachers found the mentoring program necessary and
effective in improving their own practice. They stated feelings of support, and isolated areas in
which they felt needed higher concentration. Feedback included moving sessions to early release
days or compensated hours, which was also recognized as a need by mentor teachers. Also
included was a need for a set time to meet with mentor teachers, trainings with IAs, first year
teacher, and mentor teacher, having a SEIS training before the start of school, moving the data
tracking session earlier in the school year, and offering trainings in multiple locations for easier
access.
Second and Third Year Teachers
The teachers who reported identified support outside of their mentor teacher, coming
from peer teachers or teachers working with a similar population of students. One of the three
respondents felt the program improved their own effectiveness, however two out of three felt
feedback from their mentor improved their practice. All three felt they could ask for help from
other teachers, which shows progress towards long-term goals (See Appendix B, Logic Model).
All respondents (first year through third year teachers, mentor teachers, and supervising
administrator) identified a need for a mentor handbook to structure the program.
Recommendations
It is recommended that the program continue with some modifications. It is
recommended that monthly sessions be held on a early release day so they can be mandatory and

teachers are compensated for their time. Incentives for attending may also be beneficial. The
results of this evaluation will be shared with the mentor teachers and supervising administrator,
the remaining administration team, and the director of our special education program. Follow-up
interviews will take place with mentor teachers regarding what should be included in a mentor
handbook based on feedback provided by first through third year teachers. A majority of the
evaluation questions have been addressed, but the remaining questions shall also be addressed.
The following goal and objectives will be addressed in the 2015-2016 school year:
Goal: To provide peer support to new teachers by sharing knowledge and
experience in order to foster new teacher success.
Objective 1: We will provide guidelines to mentor and first year teachers so areas
of support may be outlined for both parties in the form of a mentor handbook by
May 2016.
Objective 2: Mentor teachers will record and submit monthly logs documenting
time spent mentoring new teachers in order to determine if a higher stipend is
needed to recruit established teachers willing to assist new teachers as evidenced
by monthly logs submitted from August to May, 2016.
Objective 3: We will provide monthly sessions (compensated or with incentives)
so that all new teachers will demonstrate an increased feeling of support as
evidenced by surveys given at the end of each session with an 80% or higher
approval rating by May, 2016.

Resources
American Evaluation Association. 2015. The program evaluation standards. Retrieved from
http://www.eval.org/p/cm/ld/fid=103.
Centers for Disease Control and Prevention. 2013. Evaluation reporting: A guide to help ensure
use of evaluation findings. Retrieved from http://www.cdc.gov/dhdsp/docs/
Evaluation_Reporting_Guide.pdf.
Community Sustainability Engagement Evaluation Toolbox. 2010. Presenting your evaluation
findings. Retrieved from http://evaluationtoolbox.net.au/index.php?
option=com_content&view=article&id=46&Itemid=58.
Southwest Comprehensive Center at WestEd. 2008. A guide for comprehensive needs
assessment. Retrieved from http://www.cde.state.co.us/sites/default/files/documents/
fedprograms/dl/consapp_na_guide.pdf.
The University of Texas at Austin. 2011. Instructional assessment resources: Evaluate programs.
Retrieved from http://www.utexas.edu/academic/ctl/assessment/iar/programs/plan/steps/?
task=programs.
United Way of America. 1996. Measuring program outcomes: A practical approach. Retrieved
from http://www.nrpa.org/uploadedFiles/nrpa.org/Professional_Development/
Accreditation/COAPRT/Measuring_Program_Outcomes-UW.pdf.
U.S. Department of Education. 2015. Office of planning, evaluation, and policy development:
Evaluation reports. Retrieved from http://www2.ed.gov/about/offices/list/opepd/ppss/
reports.html#top.

W.K. Kellogg Foundation. 2004. W.K. Kellogg Foundation Evaluation Handbook. Retrieved
from https://www.wkkf.org/resource-directory/resource/2010/w-k-kellogg-foundation-
evaluation-handbook.

Acronym List
DIS- Designated Instructional Service providers
IAs- Instructional Assistants
IEP- Individualized Education Plan
SEIS- Special Education Information System
SJCOE- San Joaquin County Office of Education

Appendix A
Mentor Program Evaluation Timeline
Project Title: Mentor Teacher Program
Overall Learning Goal: Does the Mentor Teacher Program effectively meet the needs of new
teachers, and support mentor teachers?
#
Learning
Objectives
(The learner will...)
Learning
Activities
(e.g., reading, data
analysis, construct
survey items and so
forth) or strategies to
meet the objectives
Date
by which the
learning activity
is to be
completed
Evidence
to know that
learning has
occurred
Criteria
(as measured
by)
to which
learner’s
performance will
be compared
1 Study/identify the
necessary steps for a
program evaluation
(standards?) and outline
evaluation plan
Read CDC handout,
Questions for
Conducting an
Evaluation, What is
Evaluation, AEA
standards
February 6th Outline
evaluation plan
with appropriate
steps, answer
questions
All steps are
listed, questions
answered best to
ability
2 Speak with major
stakeholders (admin. of
Mentor Program,
teachers) regarding
interest in evaluating
program
Identify areas with
stakeholder I would
like to focus on, where
more information is
needed
February 20th Notes on
conversation,
more evaluation
questions
answered
All areas
outlined in steps
and questions
addressed with
stakeholder
3 Collect specific
information about
program (history, data,
etc.)
Data analysis, reading
information
February 27th Legitimate
foundation of
data, survey with
appropriate
content
Survey is
thorough, data
collected is
enough to give a
clear picture of
the program
4 Develop survey/
questionnaire for focus
group.
example
questionnaires/surveys
March 13th Survey/
questionnaire
Survey/
questionnaire
with appropriate
questions
pertaining to
evaluation
questions
5 Send out survey/
questionnaire to teachers
(new, older, mentors) and
analyze responses;
interviews?
Survey/questionnaire
and data analysis
March 27th Survey/
questionnaire
responses, data
analyzed/coded
Survey/
questionnaire
sent out to the
appropriate
participants,
thoroughly
analyzed
responses

6 Write up final results
from evaluation
outline, reading, data
analysis, survey
analysis, interviews
April 20th Evaluation
write-up
highlighting
outlined areas
and data
collected
All data
included? Report
written in a
clear, concise
way? All areas
covered?
7 Share results with
stakeholder(s)
ppt, visuals, bullet
points, report
May Stakeholders
accept and
comment on
plan, plan is
presentable
Was the plan
presented in a
clear format?
Were questions
asked and
answered?
#
Learning
Objectives
(The learner will...)
Learning
Activities
(e.g., reading, data
analysis, construct
survey items and so
forth) or strategies to
meet the objectives
Date
by which the
learning activity
is to be
completed
Evidence
to know that
learning has
occurred
Criteria
(as measured
by)
to which
learner’s
performance will
be compared

Appendix B
SJCOE Special Education Mentor Teacher Program Logic Model
Planned Work —————————> Intended Results ———————————————>
Resources Activities Outputs Outcomes Impact
In order to
accomplish our
set of activities
we will need the
following:
In order to
address our
problem or asset
we will
accomplish the
following
activities:
We expect that
once
accomplished
these activities
will produce the
following
evidence or
service delivery:
We expect that if
accomplished
these activities
will lead to the
following
changes in 1–3
then 4–6 years:
We expect that if
accomplished
these activities
will lead to the
following
changes in 7–10
years:
High number of
new teachers
(25).
Monthly
sessions/trainings
for new teachers
given by mentor
teachers.
New teachers
feel supported by
peers.
Increase in
teacher retention
and self-efficacy.
Increase in level
of peer support
amongst all
teachers.
Existing
successful
teacher
mentoring
programs.
Logged email/
phone/in person
time spent with
mentor and
teacher.
Mentors able to
support due to
compensation.
Increase in
teachers willing
to mentor peers.
Veteran teachers
willing to
support new
teachers (4-5).
Mentors assigned
to new teachers
based on
workload/level of
need.
New teachers
remain in
position and
execute
responsibilities
of job.
Administration
able to
compensate
mentor teachers.
Stipend for
mentor teachers.

Appendix C: Interview Data from Stakeholders
Interview with Major
Stakeholders
Mentor Teachers
3/3/15
Supervising Administrator
3/6/15
What questions would you
like this evaluation to
answer?
Is what we are doing with the
new teachers effective?
What is the flow of chain of
command, point of contact?
(i.e., new teacher to mentor to
admin?)
What it is that the teachers felt
most supported in, and what
did mentors feel most
effective in? What ways did
you feel you wanted to be
more effective, but couldn’t?
Moving forward with new
teachers, what is next level of
support needed?
What are the goals of the
mentor program?
To provide support for first
and second year teachers in
order to help them succeed.
To support new teachers in
procedure, professionalism,
work/life balance.
To develop a systematic
(better record keeping, what is
expected for implementation)
way of support for new
teachers. Expanding the role
and being intentional. Not just
new teacher needs. To share
knowledge mentors have with
new teachers, and establish
medium to share this
information.
To what extent does this
program achieve its goals?
I am always available by
email or phone to my
mentees. It is much more
difficult to spend the
necessary time with them in
their classrooms due to the
necessity of running your own
classroom and taking care of
IEP responsibilities for full
time teachers who are out on
disability.
Trainings are good to have all
there to cover content/
questions many teachers have.
Mixed. With limited number
of mentors and sites spread
out, moving towards meeting
those goals. Progress. Need
more mentors with different
levels of experience. Overall
program needs took priority.
Information only. Need
content and activities. Not
enough.
Stakeholders

How can the mentor
program be improved?
Let the mentors just mentor.
Hire retired teachers to just do
IEPs or hire trained substitutes
to handle all operations in the
classroom they agreed to run.
Also, have new teacher
trainings during the school
day so that it will be
mandatory to attend.
Staff timesheet for IEP
coverage as an incentive.
Meeting within group
populations like ED
(everyone). Needs more
mentors.
Beginning of the year, visiting
classrooms, helping teachers,
trainings. Mandatory trainings
during day or timesheet. Not
all new teachers attend, few
consistently. Or PLCs on
minimum days, go off site
calendar. Or incentives for
teachers who attend. Mentor
budget! Prize for each one for
attending, big prize at the end
of the year for attending all.
Increase stipend.
Floater teacher to cover IEPs.
Need handbook. what is
expected by mentors and
mentees. Outlining role and
responsibilities. Checklists to
make sure what needs to be
covered is being covered.
More structure. Idea of a
handbook, puts ideas all in
one place. Structure to put
things down. And expanding
by having more mentors. And
doing PAR.
Should the program
continue?
I absolutely think it needs to
continue. Although some new
teachers can get the support
they need from other county
teachers on there campus,
some do not have that luxury
or need more support for the
first couple of years.
Yes. Very beneficial to new
teachers.
Yes.
Mentor Teachers
3/3/15
3/6/15
Stakeholders

What is the main thing you
want to know from this
evaluation?
What do other mentors think
about the program. Since I
never had a mentor, am I
wrong about my expectations?
Feedback from new teachers,
identify what was most
helpful and where need still
is?
How entire training looks to
administration, because they
are evaluating teachers?
What’s missing? There’s no
handbook to follow, just
trying to help out what
appears to be needed.
What’s needed, specifics
about what worked and things
that as a group of mentors
how we collectively feel about
effectiveness.
Mentor Teachers
3/3/15
3/6/15
Stakeholders

Appendix D
First Year Teacher Survey Analysis

First Year Teacher Survey: Open Ended
Questions
Commonalities
Are there any other comments,
concerns, thoughts, ideas, and/or
feedback you have to improve the
effectiveness of the mentoring program?
Please be specific.
Make trainings during work hours (3/11)
Mentor teacher has been awesome (2/11)
Not having mentor (1/11)
Clearly defined mentor role (1/11)
Set time to meet with mentor (1/11)
Program was effective (1/11)
Have SEIS IEP training before start of
school (1/11)
Data tracking earlier in school year (1/11)
Two locations for trainings for easier
access (1/11)

Appendix E: Second and Third Year Teacher Survey Data Analysis
2nd/3rd Year Teacher Survey: Multiple Choice
Questions
Do you feel the mentor program improved
your own effectiveness as a teacher?
Yes: 33.33% (1/3)
No: 66.67% (2/3)
Do you feel like you can ask fellow teachers
for help?
Yes: 100% (3/3)
No: 0% (0/3)
Please respond to this statement: Expectations
regarding my responsibilities and what was
expected of me in my teacher role were made
clear.
Strongly Agree: 0% (0/3)
Agree: 33.33% (1/3)
Disagree: 66.67% (2/3)
Strongly Disagree: 0% (0/3)
Please respond to this statement: The
feedback from mentors helped me improve my
practice as a new teacher.
Strongly Agree: 66.67% (2/3)
Agree: 33.33% (1/3)
Disagree: 0% (0/3)
Strongly Disagree: 0% (0/3)
What level of support do you feel you need from
this point on (such as visits from mentor, more
sessions/trainings (please specify in what),
collaborative time with other teachers, etc.)?
Respondent 1 (R1): I feel more
collaborative time within the ED program
would be beneficial to ensure our
programming looks similar and transitions
between classes are more smooth.
Respondent 2 (R2): Collaboration time
with fellow ED teachers for our program
would be great. Time to discuss what
works or what doesn't, time to talk about
specific kids and what to do or even
someone to empathize with what's going
on in your classroom so you don't feel
alone
Respondent 3 (R3): intermittent visits/
check- ins from mentor, collaborative time
with other pre- ASD teachers
Are there any other comments, concerns,
thoughts, ideas, and/or feedback you have to
improve the effectiveness of the mentoring
program? Please be specific.
R1: Not applicable
R2: Overall I think it's a good program and
I think it could use some tweaking but I
don't really have any specific ideas
R3: I highly encourage new teachers to
utilize their mentor teachers; the program
helped me immensely!

2nd/3rd Year Teacher Survey: Open Ended
Questions
Commonalities
In what ways do you feel the mentor program
supported you in your first year/s of teaching?
R1: Although I had a mentor teacher I could
go to for advice, I found more guidance and
learned more from my co-teacher. They
were more accessible and were in the same
program I teach in, so they were able to
provide relevant information.
R2: Having a mentor gave me the tools to
write goals for my students, use seis more
effectively and have someone who I could
automatically go to with questions
R3: My mentor was on-site, so any question
I had I could ask easily in person.
How could the program have been more
supportive? Please be specific.
R1: More specific information on how to
access my mentor teacher as well as basic
information on structures/resources within
county. I think the new teacher meetings
and informational seminars are a great start,
but some sort of formalized packet or
program would be helpful. New teachers
have questions like, "How do I get
curriculmum?" and "What kind of
curriculum should I be using? "How should
I structure lessons?" "What are admin's
specific academic and programming
expectations of me?"
R2: We had differing schedules and I felt as
though I was a bit of a burden. We all have
so many things to do and it could have been
written down in a how to "cheat sheet"
R3: Have a mentor that is more
knowledgeable about DTT for new ASD
teachers.

Appendix F: Mentor Logged Hours 
Mentor Logs
CATEGORY HOURS
Covering other classes 51
Mentoring new teachers 96
Hours Spent
0
25
50
75
100
Covering other classes Mentoring new teachers
96
51
65%
35%
Covering other classes
Mentoring new teachers

Appendix G: First Year Teacher Survey Raw Data 
Q1 In what ways have you felt supported
during your first year of teaching? (Please
be specific.)
Answered: 11 Skipped: 0
# Responses Date
1 offered mentor support 4/5/2015 8:23 AM
2 I feel that my practicum supervisor along with some of the mentor teachers have been great when I have had last
min questions
4/1/2015 7:54 AM
3 none. I started off with a Mentor teacher moved in position 3/31/2015 8:17 PM
4 I felt supported in all aspects of teaching. From paperwork procedures to classroom set ups or schedules. 3/30/2015 1:22 PM
5 I have a great mentor teacher. My admin has been very supportive and quick to respond to my many questions. 3/30/2015 11:34 AM
6 questions I had were answered, and available help. 3/30/2015 8:14 AM
7 I have felt that I have easy access to my mentor teacher, admin, speech, and BIS. 3/25/2015 12:46 PM
8 Day or night my teacher mentor made herself available to answer any questions I had regarding my classroom
management, staff management, writing goals, conducting assessments and much more.
3/25/2015 10:58 AM
9 Being assigned a mentor is helpful. I like having a designated person to run questions through and to ask for
support.
3/25/2015 9:03 AM
10 I have help from my mentor teacher as well as the help and support of other teachers on my campus. My
administrator is also very helpful.
3/25/2015 8:41 AM
11 Support in IEP process and clarification with questions and positive feed back 3/24/2015 7:22 PM
1 / 1
Mentoring Program Evaluation SurveyMonkey

 
63.64% 7
36.36% 4
Q2 Do you feel you need to receive more
support than was given so far this year?
Total Respondents: 11
Yes
No
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Yes
No
1 / 1

Q3 In what areas do you feel you need more
support (such as writing IEPs, managing
staff, collaborating with DIS,
communicating with administration,
working with parents, writing lesson plans,
following procedural routines, community
outings, assessments, etc.)?
# Responses Date
1 Staff training, assessments 4/5/2015 8:23 AM
2 I think having discussion and collaboration on classroom and staff management at the beginning of the year
would be good. Maybe also having photos of some different super organized classrooms to get some ideas
4/1/2015 7:54 AM
3 managing staff, communicating with administration, working with difficult parents, assessments, SEIS, new
testing assessment tools basic county protocol/procedures.
3/31/2015 8:17 PM
4 all the examples above. Especially IEP's and quite frankly we need to communicate more as a team that we are. 3/30/2015 1:22 PM
5 Assessments and goal writing 3/30/2015 11:34 AM
6 writing IEPs, writing lesson plans, following proceddural routines, assessments 3/30/2015 8:14 AM
7 n/a 3/25/2015 12:46 PM
8 I think a training specifically on how to score and write up assessments before the school year started would have
helped me to be more successful.
3/25/2015 10:58 AM
9 Transition plans, assessments, communicating with administration, curriculum, county policies and procedures 3/25/2015 9:03 AM
10 I feel that I need more support in community outings for lack of staffing. 3/25/2015 8:41 AM
11 I would like to have more support on assessments and SEIS 3/24/2015 7:22 PM
1 / 1

Q4 In what areas do you feel you receive
plenty of support (such as in writing IEPs,
managing staff, collaborating with DIS,
communicating with administration,
working with parents, writing lesson plans,
following procedural routines, community
outings, assessments, etc.)?
# Responses Date
1 writing IEP's, working with parents, collaborating with DIS/admin 4/5/2015 8:23 AM
2 I feel that I got a lot of support when it came to IEPs 4/1/2015 7:54 AM
3 NA 3/31/2015 8:17 PM
4 Honestly I feel that there was not enough support or communication. I felt that I was finding out stuff or on my
own or by making mistakes and then I was told about it, but I felt it was too late the error was made already. I felt
my hand was slapped for not knowing in the beginning because no one informed me about it. I guess they are
rookie errors.
3/30/2015 1:22 PM
5 collaborating with DIS and communicating with admin 3/30/2015 11:34 AM
6 collaborating with DIS, working with parents, managing staff 3/30/2015 8:14 AM
7 I feel like I have tons of support writing goals, reports and navigating SEIS. 3/25/2015 12:46 PM
8 My teacher mentors provided me with plenty of resources for curriculum, managing staff, classroom organization,
Dara collection and much more.
3/25/2015 10:58 AM
9 It is helpful being on a site with so many other county teachers and support staff. It is helpful to be able to ask DIS
questions and receive feedback right away.
3/25/2015 9:03 AM
10 I feel I receive plenty of support in writing IEPs, managing staff, collaborating with DIS, 3/25/2015 8:41 AM
11 I feel that I received a lot of support on classroom management and working with parents. 3/24/2015 7:22 PM
1 / 1

 
27.27% 3
63.64% 7
9.09% 1
0.00% 0
Q5 Please respond to the following
statement: The optional sessions/trainings
this year were helpful to me as a new
teacher.
Strongly Agree
Agree
Disagree
Strongly
Disagree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Agree
Agree
Disagree
Strongly Disagree
1 / 1

 
90.91% 10
9.09% 1
Q6 Do you feel you can easily ask for
assistance from fellow teachers?
Yes
No
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Yes
No
1 / 1

 
Q7 What level of support do you feel you
need from this point on (such as visits from
mentor, more sessions/trainings (please
specify in what), collaborative time with
other teachers, etc.)?
# Responses Date
1 none 4/5/2015 8:23 AM
2 Better class organization ideas. I have several that I have come up with and tried and then they don't always
work. Sometimes getting ideas, from others, that you haven't thought about is helpful
4/1/2015 7:54 AM
3 visits from a mentor, collaboration time with other teachers 3/31/2015 8:17 PM
4 I feel that I can come or call staff within my site for help/assistance when needed. I would love to have emails
reminding me about due dates such as progress reports or even better IEP's that are coming up that way no one
would be rushing to get them done or to assess students. If there was just one person whose job is emailing to
remind teachers of IEP's, that would be soooo appreciated. I feel that we should keep the mentoring program
open for teachers for two years not just the first year.
3/30/2015 1:22 PM
5 More training on assessments, how to choose which assessment to use. 3/30/2015 11:34 AM
6 sessions/trainings 3/30/2015 8:14 AM
7 little 3/25/2015 12:46 PM
8 I think a few more mentor teacher visits would be great. I also think monthly training with all staff and mentor
teachers would be nice to have.
3/25/2015 10:58 AM
9 Training on statewide testing and how to administer, support with scheduling, staff management 3/25/2015 9:03 AM
10 collaboration with fellow teacher in order to get a perspective and new ideas on lesson plans, assessment, etc. 3/25/2015 8:41 AM
11 more session on assessment training and writing iep 3/24/2015 7:22 PM
1 / 1

 
27.27% 3
54.55% 6
18.18% 2
0.00% 0
Q8 Please respond to this statement:
Expectations regarding my responsibilities
and what is expected of me in my role as a
teacher are made clear.
Strongly Agree
Agree
Disagree
Strongly
Disagree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Agree
Agree
Disagree
Strongly Disagree
1 / 1

 
27.27% 3
63.64% 7
0.00% 0
9.09% 1
Q9 Please respond to this statement: The
feedback from mentors helps me improve
my practice as a new teacher.
Strongly Agree
Agree
Disagree
Strongly
Disagree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Agree
Agree
Disagree
Strongly Disagree
1 / 1

 
Q10 Are there any other comments,
concerns, thoughts, ideas, and/or feedback
you have to improve the effectiveness of
the mentoring program? Please be specific.
# Responses Date
1 making trainings during work hours will be far more motivating for teacher's to attend. 4/5/2015 8:23 AM
2 ... 4/1/2015 7:54 AM
3 My only concern was not having a mentor. 3/31/2015 8:17 PM
4 I want to know what exactly are mentors capable of guiding me through/ their role as a mentor. What can they
help me on and what needs to remain private. Can I talk to them freely about anything that is happening in my
classroom? I don't want anyone to get in trouble.
3/30/2015 1:22 PM
5 Maybe have a set time every month to have to meet with your mentor. 3/30/2015 11:34 AM
6 the program was effective 3/30/2015 8:14 AM
7 n/a 3/25/2015 12:46 PM
8 My mentor teacher has been awesome to me! 3/25/2015 10:58 AM
9 I shared with Nancy at the last meeting that I thought it would be helpful to offer the trainings on county minimum
days to increase attendance. Also, I would have liked to have the SEIS IEP training before the start of the school
year to make sure that I was following protocols correctly. I wish that the data tracking had been earlier in the
school year scheduling wise. I think that it was a great way to get more support, and appreciate the mentor
teachers being available but I thought that the trainings that weren't structured and we were just instructed to talk
at our tables were not helpful/ an effective use of time. Maybe the attendance would increase if there were two
locations so that teachers didn't have to drive to Stockton each time?
3/25/2015 9:03 AM
10 I think that the new teacher trainings have been helpful, however, if they were held on minimum days, it may be
asker for more new teachers to attend.
3/25/2015 8:41 AM
11 I really enjoyed the support from my mentor teacher. 3/24/2015 7:22 PM
1 / 1

Appendix H: Second and Third Year Teacher Survey Raw Data 
33.33% 1
66.67% 2
Q1 Do you feel the mentor program
improved your own effectiveness as a
teacher?
Yes
No
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Yes
No
1 / 1
Mentor Program SurveyMonkey

 
Q2 In what ways do you feel the mentor
program supported you in your first year/s
of teaching? (Please be specific.)
# Responses Date
1 Although I had a mentor teacher I could go to for advice, I found more guidance and learned more from my co-
teacher. They were more accessible and were in the same program I teach in, so they were able to provide
relevant information.
3/24/2015 10:37 PM
2 Having a mentor gave me the tools to write goals for my students, use seis more effectively and have someone
who I could automatically go to with questions
3/24/2015 8:38 PM
3 My mentor was on-site, so any question I had I could ask easily in person. 3/24/2015 7:30 PM
1 / 1

 
Q3 How could the program have been more
supportive?
# Responses Date
1 More specific information on how to access my mentor teacher as well as basic information on
structures/resources within county. I think the new teacher meetings and informational seminars are a great start,
but some sort of formalized packet or program would be helpful. New teachers have questions like, "How do I get
curriculmum?" and "What kind of curriculum should I be using? "How should I structure lessons?" "What are
admin's specific academic and programming expectations of me?"
3/24/2015 10:37 PM
2 We had differing schedules and I felt as though I was a bit of a burden. We all have so many things to do and it
could have been written down in a how to "cheat sheet"
3/24/2015 8:38 PM
3 Have a mentor that is more knowledgeable about DTT for new ASD teachers. 3/24/2015 7:30 PM
1 / 1

100.00% 3
0.00% 0
Q4 Do you feel like you can ask fellow
teachers for help?
Yes
No
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Yes
No
1 / 1

Q5 What level of support do you feel you
need from this point on (such as visits from
mentor, more sessions/trainings (please
specify in what), collaborative time with
other teachers, etc.)?
# Responses Date
1 I feel more collaborative time within the ED program would be beneficial to ensure our programming looks similar
and transitions between classes are more smooth.
3/24/2015 10:37 PM
2 Collaboration time with fellow ED teachers for our program would be great. Time to discuss what works or what
doesn't, time to talk about specific kids and what to do or even someone to empathize with what's going on in
your classroom so you don't feel alone
3/24/2015 8:38 PM
3 intermittent visits/ check- ins from mentor, collaborative time with other pre- ASD teachers 3/24/2015 7:30 PM
1 / 1

 
0.00% 0
33.33% 1
66.67% 2
0.00% 0
Q6 Please respond to this statement:
Expectations regarding my responsibilities
and what was expected of me in my teacher
role were made clear.
Strongly Agree
Agree
Disagree
Strongly
Disagree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Agree
Agree
Disagree
Strongly Disagree
1 / 1

 
66.67% 2
33.33% 1
0.00% 0
0.00% 0
Q7 Please respond to this statement: The
feedback from mentors helped me improve
my practice as a new teacher.
Strongly Agree
Agree
Disagree
Strongly
Disagree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Agree
Agree
Disagree
Strongly Disagree
1 / 1

 
Q8 Are there any other comments,
concerns, thoughts, ideas, and/or feedback
you have to improve the effectiveness of
the mentoring program? Please be specific.
# Responses Date
1 Not applicable 3/24/2015 10:37 PM
2 Overall I think it's a good program and I think it could use some tweaking but I don't really have any specific ideas 3/24/2015 8:38 PM
3 I highly encourage new teachers to utilize their mentor teachers; the program helped me immensely! 3/24/2015 7:30 PM
1 / 1

Appendix I
Possible Post Session Survey
1. Prior to this session, my knowledge in this area was 1 2 3 4 5
2. After this session, my knowledge in this area is 1 2 3 4 5
3. Do you need more training in this area?
4. Respond to this statement: This session has helped to improve my practice as a new teacher.
Strongly Agree
Agree
Disagree
Strongly Disagree

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