Entry Years EnhancementEYE

Mentor Seminar

October 10, 2013

Stand up if… You’ve been parachuting or bungee jumping

You have a child who’s under age 12

You work directly with new teachers

You enjoy spending time with a grandchild

You use mentoring journals

You’ve been swimming in 3 or more different oceans

You’ve coached or been coached using a collaborative coaching style

You’ve ever fallen out of a tree

You’ve begun implementing the Utah Effective Teaching Standards

You know how to fly an airplane

You’ve been involved in the STAR Mentoring program for more than 3 years

You’ve ever owned a snake

You’ve served in the armed forces

You’ve taught another language

You cannot click your fingers on your non-dominant hand

You’ve mentored more than 2 new teachers at a time

You know a good joke

The Urgency for Effective Teachers In Texas, the increase in student test scores can be

traced to a teacher’s effectiveness and it is 20 times more likely to improve student achievement than any other variable

In Los Angeles schools, the difference between the performance of a student assigned to a top-quartile teacher rather than a bottom-quartile teacher averaged 10 percentile points on a standardized math test; and

In North Carolina, a strong teacher in a classroom has 14 times the impact on student achievement as decreasing the class size by five students.

Source: Partnership for Learning (2010),The Impact of Effective Teachers and Principals

Importance of the Intangible

3% of the differences in student achievement that are attributable to their teachers’ influence:

• Years of Experience

• Education Level

• Performance on Vocabulary Tests

The remaining 97% is from intangible aspects of teacher quality such as:

• Enthusiasm

• Skill in Conveying Knowledge

Source: Goldhaber, Dan. (2002).The Mystery of Good Teaching

Diminishing Forces30 - 50% leave the

profession within the first three years of

teaching.Source: Darling-Hammond, Linda. (2000).Teacher Quality and Student Achievement

Improving Student Earnings andQuality of Life

“Replacing a teacher whose true [value-added] quality is in the bottom 5 percent with one of average quality would generate cumulative earnings gains of $52,000 per student, or more than $1.4 million for the average classroom.”

Source: National Bureau of Economic Research

© 2011 by Raj Chetty, John N. Friedman, and Jonah E. Rockoff.

Improving Student Earnings andQuality of Life (cont.)

It doesn’t stop with test scores. The study findings

indicate students of better teachers “are more likely

to attend college, earn higher salaries, live in better

neighborhoods, and save more for retirement. They

are also less likely to have children as teenagers.”

Conservative estimates of the cost of replacing a new teacher is

50% of a new teacher’s salary.

Some researchers have cited figuresOf up to 150% of a new teacher’s salary.

Source: Villar, Anthony and Strong Michael. (2007).Is Mentoring Worth the Money? A Benefit Cost Analysis and Five-Year Rate of Return of a

Comprehensive Mentoring Program for Beginning Teachers. Regents of the University of California.

Cost of Teacher Attrition

The Irreplaceables (3 – 2 – 1)WHAT ARE THE IMPLICATIONS FOR MENTORS AND INDUCTION?

Individually read the article/take notes (10 min.)

What are 3 things you learned?

What are 2 things you found interesting?

What is 1 question you still have?

In pairs (10 min.)

Share your thoughts with each other

Take notes to share with the group

Group Reflection (10 min.)**This report and its related documents do not represent the opinions

or beliefs of the Utah State Office of Education or Salt Lake School Distruict as an agency.

Why Good Teachers Leave

Isolating and non-supportive teaching environments

Poor working conditions

Overwhelming teaching assignments

Source: Washington, D. C. Alliance for Excellent Education (2005)Teacher Attrition: A Costly Loss to the Nation and to the States (Issue Brief)

Effects of Induction and Mentoring on Beginning Teacher Turnover

Shift from Mentor Standards

to Competencies

Reframing mentor expectations and support.

Table Buzz What do you think of when you hear the word,

“standard?” What do standards mean when it comes to education? What are standards used for, and by whom?

Traditionally, standards are about: Reflection

Measurement

Evaluation

Then…

Table Buzz

What do you think of when you hear the word, “competencies?” What do “competencies” mean compared to “standards”?

Competencies are about:

Building capacity

Defining roles

Self-reflection

Self-refinement

Now… The New Mentor Competencies

Thinking Outside the Box about the Competencies Design a graphic to represent your assigned

competency

Choose the ONE statement (indicated by the small, blue arrow) that, in your opinion, has the highest leverage (write underneath graphic)

List 3 ways a mentor can exemplify their chosen statement (underneath statement already written on the poster)