6 Key Findings about Mentoring New Teachers

In order to obtain a standard certificate in teaching, the New Jersey Department of Education (NJDOE) requires that all novice teachers complete the Provisional Teacher Process (PTP). The PTP requires that those novice teachers are evaluated, supported, mentored, and supervised while working under provisional certificates. The Rutgers Alternate Route teaching program is helping create a bridge for novice teachers to fulfill this requirement by providing a new, high-quality mentoring initiative with the help from our extensive network of teacher alumni and affiliated seasoned teachers. 

In order to provide the most valuable experience, we developed a Baseline Mentor Teacher Efficacy Perceptions Survey of participating mentor teachers as a part of a recent two-day mentor training aimed at assessing and finding trends in the current mentor experience. From these gathered insights, we hope to further hone our mentor teacher program and create an induction program tailored to both our mentors and novice teacher mentees. The results are in, and below, we want to share some key findings that surfaced from the survey, which will help directly benefit both sides of the mentor program.

MENTOR TEACHERS BY THE NUMBERS

 

A Majority of Mentors Have Things In Common with Mentees

Half of all mentor teachers matched with their novice teacher in grade level; and 73% of mentor teachers matched with their novice teacher in content area. 

Mentors Cite Lack of Release Time as a Barrier to Mentorship Interaction

Sixty‐two percent of mentor teachers indicated they do not receive release time (or it was not applicable) to complete observations of their novice teachers. For mentor teachers that indicated they did not receive release time, time was the biggest barrier. Sixty‐five percent of respondents indicated that their novice teacher receives release time to observe them or another veteran teacher.

“For the 35% of respondents who indicated their novice teacher does not receive release time to observe a veteran teacher, the school schedule was the biggest barrier.”

Overall, Most Mentors Feel They Have the Knowledge and Skills to Support New Teachers

At least 77% of respondents reported they felt “Considerably Prepared/Very Prepared” to present content as a mentor and at least 81% of respondents indicated they felt “Considerably Prepared/Very Prepared” in their abilities to work with their novice teacher on instructional planning, indicating that mentor teachers feel confident in themselves and their abilities to work with their novice teachers on content. For administration-level duties, at least 81% of the respondents indicated they felt “Considerably Prepared/Very Prepared”. 

Mentors Express a Lack of Confidence Supporting New Teachers with EdTPA Preparation

While at least 85% of the respondents indicated they felt “Considerably Prepared/Very Prepared” to teach on practice issues, the area that 53% of respondents indicated they felt “Not at all Prepared to Somewhat Prepared” was “Preparing for the EdTPA.” 

Behavior and Classroom Management are Areas of Strength for Most Mentors

Mentors were asked to rate themselves on how prepared they felt working with their novice teacher on behavior and classroom management. At least 85% of respondents reported they felt “Considerably Prepared/Very Prepared” for all questions asked in this section, indicating that mentor teachers feel confident in themselves, their abilities, and training to work on behavior and classroom management issues with their novice teachers. 

Mentors Could Benefit from English Learners-Focused PD

Mentors were asked to rate themselves on how prepared they felt working with their novice teacher with diverse learners. For two of the three questions, at least 81% of respondents reported they felt “Considerably Prepared/Very Prepared”. For the question, “Working with English Language Learners,” 69% of mentor teachers indicated feeling “Considerably Prepared/Very Prepared.” These responses indicate the mentor teachers feel confident and comfortable with their abilities to work with their novice teacher on meeting the needs of specific diverse learner populations, with the exception of English Language Learners. 

Learn more about our most recent cohort of teaching candidates and see how to make the most of your experience with a teaching mentor. Be sure to follow Rutgers Alternate Route on Twitter for more information and stories from the field of education.