Can We Afford NOT to Have Mentors?

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.