The first year of teaching. Although it was almost a quarter
of a century ago, I remember it clearly. My eighth grade students in a small
city in Wisconsin graciously removed my rose-colored glasses in short order. My
mentor, Jane Thompson, was my savior. She wiped away my tears of frustration
while helping me develop my own teaching style. She loved the energy of middle
school kids, even when they were at their hormonally instable worst and she passed
this on to me. When I later moved on to other districts, I was once again
blessed with amazing mentors, formal and informal. Without their support, I am
certain I would not have survived, much less thrived.
Dr. Debra Pitton, Education Department Chair at Gustavus
Adolphus College, was the keynote presenter at the Minnesota ASCD New Teacher-Mentor Summit in St. Paul last Thursday. Pitton, author of Mentoring Novice Teachers: Fostering a Dialogue, led the 150
mentors, mentees, and district leaders through a series of exercises and dialogues
designed to build rapport and establish trust. She cited the work of James
Comer (2004) and Roland Barth (2006) that recognize the significant impact that
relationships among adults in a school has on student achievement.
Following the keynote, attendees broke into job-alike
groups. The new teachers collaborated to discuss their struggles and successes.
They learned about their own communication styles and how that may impact how
they elicit and receive feedback. Mentors reflected with their peers on a
similar topic. District leaders had the chance to discuss considerations for developing
effective mentor programs. It was surprising the number of Minnesota districts who
currently have no formal new teacher induction/mentoring program!
Mentoring new teachers is a key to retaining them,
particularly as a teacher shortage looms. The National Commission on Teaching and
America’s Future (2007) reports that 20% of teachers leave the classroom within
three years; in urban districts, close to 50% leave in their first five years
of teaching. The National Center for Education Statistics has discovered a correlation
between the level of support for new teachers and their likelihood of staying
beyond the first year. They recommend districts create mentoring programs for
the first two years of teachers’ careers.
Under the leadership of Diane Rundquist, High Potential and
Teacher Induction Coordinator, Minnetonka Public Schools has developed a
three-year support model for its new teachers. In the first year, teachers new
to Minnetonka, regardless of their years of experience, work with a 1:1 mentor
weekly. Additionally, they connect with other teachers new to Minnetonka
through district-level seminars and in their Schoology group. Second year
teachers have the opportunity to select a content mentor, someone who has
experience and expertise in a self-identified area of growth for the new
teacher. They may observe their mentor teach and process with them throughout
the year. Finally, in the third year, teachers work with National Board
Certified teachers who are their reflection mentors. It is a foundation for
becoming reflective teachers and encourages them to perhaps consider the
National Board Certification process.
Supporting new teachers is not just something nice to do if
you can find the time and resources. It is a fundamental obligation. As we look
toward the future of our profession, the role of mentors, both formal and
informal, is critical.
