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Mentoring Program Evaluation
Evaluation Summary❖ Mentor/Peer Support Program began around 2003
❖ 16 first year and 7 second/third year teachers, 4-5 mentors for 2014-2015 school year are represented in this evaluation
❖ Interview with mentors and supervising administrator
❖ Surveys for first year teachers and second/third year teachers
❖ Mentor Logs
Needs Assessment1. Purpose
To determine if a mentor teacher program needs to exist to support new teachers. Do new teachers feel supported in their
new role? Are mentor teachers meeting the needs of
new teachers?2. Population
Administration and teachers (new and mentor)
3. Data Collection Methods Surveys, questionnaires,and
interviews
4. Collect Data Data sources: new teachers,
mentor teachers, and supervising administrator
5. Analyze and Organize Data Record number of responses for each question, look for themes in interview
responses, commonalities in questionnaires and surveys
6. Disseminate Results Share results/outcomes of data with administration,
director, and teachers
Mentor Interview Highlights❖ Interview with 4 mentors and supervising administrator
1. Is what we are doing with new teachers effective?
2. What did new teachers feel most supported in? What worked?
3. What do mentors feel most effective in, and what did they feel they
wanted to be more effective in, but couldn’t?
4. What is the next level of support needed for this group of new teachers?
5. What do other mentors think about the program?
6. How does the program look to administration? Is it helping in regard to
evaluations? What’s missing?
First Year Teacher Survey Highlights
❖ 11 out of 16 first year teachers responded
❖ Survey was emailed once with two follow-up emails
Perc
enta
ge o
f Firs
t Yea
r Tea
cher
s R
espo
ndin
g
0
25
50
75
100
Possible ResponsesStrongly Agree Agree Disagree Strongly Disagree
Optional Sessions Were HelpfulExpectations of Teacher Role Were ClearMentor Feedback Improved Practice
Perc
enta
ge o
f Firs
t Yea
r Tea
cher
s R
espo
ndin
g
0
25
50
75
100
Possible Responses
Yes No
Can Easily Ask For Assistance From PeersNeed More Support Than Was Given So Far
Num
ber o
f Firs
t Yea
r Tea
cher
s R
espo
ndin
g
0
2.75
5.5
8.25
11
Mentor
Questio
ns Clar
ified
Help From
Admin
Suppo
rt in I
EPs
Positiv
e Fee
dbac
k
Teac
hers
on Cam
pus
Ways Supported By Mentor
Num
ber o
f Firs
t Yea
r Tea
cher
s R
espo
ndin
g
0
2.75
5.5
8.25
11
Asse
ssin
g
Prot
ocol IAs
Com
m. w
/ Adm
in.
Pare
nts
IEPs
Col
lab.
w/ D
IS
Less
on P
lans
Out
ings
Trai
ning
Cla
ss M
anag
e.
SEIS
Goa
ls
Tran
sitio
ns
Cur
ricul
um
Areas Where More Support is Needed
Num
ber o
f Firs
t Yea
r Tea
cher
s R
espo
ndin
g
0
2.75
5.5
8.25
11
Col
lab.
w/ D
IS
IEPs
Pare
nts
Staf
f
Cla
ss O
rgan
.
Goa
ls
SEIS
Cur
ricul
um
Dat
a
Receive Plenty of Support
Num
ber o
f Firs
t Yea
r Tea
cher
s R
espo
ndin
g
0
2.75
5.5
8.25
11
Visi
ts fr
om M
ento
r
Cla
ss O
rgan
. & Id
eas
Col
lab.
Tim
e w
/ Tea
cher
s
Asse
ssin
g
Trai
ning
s
Sche
dulin
g Su
ppor
t
Stat
e Te
stin
g
Staf
f Man
age.
IEPs
Next Level of Support
Second/Third Year Teacher Survey Highlights
❖ 3 out of 7 teachers responded
❖ Survey was emailed once with two follow-up emails
❖ All 3 respondents stated the program was beneficial
❖ Support from teachers with the same student population was highlighted as an area of support
Mentor Logs
Hours for August-March 2015
0
25
50
75
100
Covering other classes Mentoring new teachers
96
51
65%
35%
Covering other classesMentoring new teachers
Logic ModelResources 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).
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.
Planned Work ——————————————> Intended Results ———————————————————————>
Next Steps❖ Develop a Mentor/Mentee Handbook.
❖ Collect monthly mentor logs to help determine if current compensation ($1,000 stipend) appropriately meets demand of position.
❖ Move monthly sessions to early release days and make mandatory, or provide a budget with incentives to increase attendance.
❖ Develop surveys to administer at the end of each session to determine effectiveness and feelings of self-efficacy from new hires.
❖ Reach out to retired or established teachers to support IEP coverage.
Goals and ObjectivesGoal: 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.