Falls Short, and How to Fix It - Findings from Louisiana and Texas Mentor Programs
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Why New Teacher Mentoring
Falls Short, and How to Fix It
Findings from Louisiana and Texas Mentor Programs
Fall 2021
Why New Teacher Mentoring Falls Short, and How to Fix It
EXECUTIVE SUMMARY mentors with proven know-how and similar
grade and subject area expertise, providing
high-quality training and support for mentors
Districts have long struggled to figure out the to develop their knowledge and coaching
best way to support educators in their first skills, providing a longer time frame for
year at a school. This is the right place to mentoring, and setting aside time for
focus – it is clear that the lack of an effective observation and collaborative learning. Yet
support system for new teachers is these elements of a more comprehensive
contributing to the higher turnover rate for approach have been difficult for districts to
new teachers. The retention problem is most put into practice. For example, one survey of
acute at schools serving large concentrations new teachers found that while three out of
of students of color, where teacher turnover four were assigned a mentor, only about half
is significantly higher than average.1 One of those reported having at least three
effective response is the creation of conversations with their mentor, and fewer
mentoring programs to support new than half reported that their mentor
teachers. While this response is a positive observed their teaching. This lack of
development, the quality and impact of investment in time, resources, and training
these programs varies widely, with many makes mentoring much less effective.
programs operating as little more than a
“buddy system.” Recognizing the vital role mentors can play,
Louisiana and Texas are two states that have
High-quality mentoring programs have been elevated mentoring in recent years. These
shown to increase teacher retention and states have approved policies and funding to
effectiveness, and new teacher surveys rank address areas that districts need help to
mentoring as the most helpful type of support. These include the need to increase
support. New teachers working with a compensation, time, training, and support
mentor score higher on measures of for mentors; to focus the role on
effective practice, and their students instructional improvement; and to align the
increase their achievement on reading and work of mentors to the needs and goals of
math assessments.2 As a result, states and their individual school and district.
districts should invest in high-quality Additionally, Louisiana and Texas vetted and
mentoring for teacher improvement and approved organizations to ensure high-
retention, particularly in schools serving quality training and support for mentor
high-need students. teachers and administrators and, as part of
those processes, the National Institute for
What makes for effective mentoring? The key Excellence in Teaching was named as an
elements of successful mentoring programs approved provider in both states.
highlighted in the research include selecting
1
Why New Teacher Mentoring Falls Short, and How to Fix It
Educators in districts that are working with NIET to redesign their mentoring programs are
using the following strategies that are leading to greater success in supporting new teachers to
be more effective:
Strategies and Action Steps to Support New Teachers
Strategy 1: Focus mentoring on instructional improvement.
• Establish a clear purpose for mentoring: improving teaching and learning
• Invest in mentoring through funding time, training, and the use of an evidence-
based instructional rubric
• Create a clear job description, define compensation for mentors, and select the right
people for the job
Strategy 2: Support mentors to be more effective by providing training, tools, and
protocols for the role.
• Start by establishing trust and a growth mindset
• Ground mentoring in student outcomes and the needs of the mentee
• Use a cycle of coaching for continuous improvement
• Create opportunities for mentors to collaborate
Strategy 3: Align the mentoring program with district and school systems and goals.
• Support principals to integrate mentors in the school leadership structure
• Connect mentoring to district and school priorities or initiatives
As districts work to accelerate student As growing numbers of new teachers step
learning and address achievement gaps, into classrooms, particularly in schools with
high-quality mentoring is an important large numbers of students of color and low-
strategy for increasing new teacher income students, it is absolutely critical that
effectiveness and reducing high rates of districts have in place tools and protocols for
turnover among new teachers. Focusing effective coaching and support that helps
mentoring on instructional improvement, new teachers to be more successful earlier
providing high-quality training and support in their career.
along with compensation for mentors, and
encouraging the integration of mentoring
into school and district systems are essential
components in attracting highly effective
teachers to take on the role of mentor.
2
Why New Teacher Mentoring Falls Short, and How to Fix It
INTRODUCTION were observed teaching at least once by
their mentor, and a majority of the new
teachers were not assigned a mentor who
The Challenges and Potential of New taught the same subject area or grade level.
Teacher Mentoring These numbers were worse for new teachers
working in high-poverty schools.6
Talk to any teacher, and they will likely tell
you that the first year in the classroom was
We also know that each year about 7% of
the most difficult of their career. Being a
new teachers leave the profession, and 14%
“rookie” is tough in any job, but it is
change schools.7 Teacher turnover is higher
especially tough for new teachers who are
in schools serving high concentrations of
often left to navigate the challenges of their
students of color and in schools with large
first year alone. Given the high numbers of
numbers of low-income students, and this
baby boomers retiring from teaching,
turnover takes a toll.8 Students in schools
younger and less experienced teachers
with high teacher turnover score lower on
represent a larger percentage of the teacher
both reading and math assessments.9
workforce, with the typical teacher being in
Additionally, with the increase in teachers
their first three years of teaching.3 The
becoming certified through alternative
urgency of providing better support for new
certification programs, which often involves
teachers is increasing across the country.4
teaching full-time while becoming certified,
the need for on-the-job support is even
Educators and policymakers have recognized
greater.
this challenge and responded with state
policies and funding to encourage and
Research demonstrates that high-quality
support mentoring for new teachers. More
mentoring programs can directly address
than half of all states have guidelines for the
these concerns. New teachers who have
selection of mentors, including years of
worked with a mentor score higher on
experience and demonstrated effectiveness.5
measures of effective classroom practices,
While this is a step in the right direction, too
including student engagement and
many of these programs operate as little
differentiating lessons to meet student
more than a “buddy system” where mentors’
needs, and new teacher mentoring is
roles are informal, with little training or
associated with increases in student
compensation, minimal if any release time,
achievement on reading and math
and a lack of clear expectations or direction
assessments.10 In a study by the Institute for
from school and district leaders. A 2010
Educational Sciences and Mathematica, in
survey of new teachers in three states found
new teachers’ third year of teaching, the
that although 78% of new teachers were
students of teachers who had received two
assigned mentors, only a little over half of
years of comprehensive support scored
those teachers reported having at least three
higher in both reading and math.
conversations with their mentor, only 41%
3
Why New Teacher Mentoring Falls Short, and How to Fix It
On average, student scores were 4 Researchers also note that increased
percentage points higher in reading and 8 retention of new teachers contributes to the
percentage points higher in math.11 In development of more stable collaborative
addition, high-quality mentoring programs learning teams in schools, offering greater
have been shown to increase new teacher consistency and coherence in professional
retention.12 learning over time.16
High-quality mentoring programs Efforts to Strengthen Mentoring
select experienced, effective Programs
mentors and match them with
mentees in the same grade and While a majority of states require that
subject where possible; focus on mentors have a minimum number of years of
instructional improvement; provide experience and require training for mentors,
training, support, and compensation only a few states have in place policies or
for the role; ensure release time for funding to ensure the quality of training for
mentors and mentees to work mentors or support release time for
together; offer multiyear support collaboration and planning.17 Researchers
that aligns to expectations for also point to a lack of screening for
teaching and learning; and create effectiveness of mentors and insufficient
opportunities for collaborative efforts to recruit effective teachers to serve
professional learning.13 as mentors.18
Louisiana and Texas are seeking to address
In addition to improvements in classroom
these challenges through state-led efforts to
outcomes, mentorship from an experienced
improve district-based mentoring programs
teacher consistently ranks highest in surveys
and funding tied to the new approach. (See
asking teachers which supports are most
Appendix A: State Policy Approaches to New
helpful. In a survey of National Teachers of
Teacher Mentorship.) In addition to district
the Year, “receiving access to mentor” was
size, Texas’ program, for example, allocates
the top-rated support that former teachers
funding based on factors such as the
of the year said impacted their effectiveness
percentage of economically disadvantaged
at the beginning of their career.14 Districts
students and rural status of the district. What
have found that the benefits of high-quality
is different in these initiatives is a focus on
mentoring programs do not stop with new
providing time, resources, training, and
teachers. When experienced teachers
ongoing support for mentors to engage in
become mentors, they are given a way to
instructionally focused coaching, while at the
build their own instructional and leadership
same time aligning the work of mentors to
skills without having to leave the classroom,
school and district systems and leadership
offering a career path that keeps more highly
structures.
effective teachers in the classroom.15
4Why New Teacher Mentoring Falls Short, and How to Fix It
In Louisiana, state policy requires that funds can be used for stipends, release time,
yearlong undergraduate residents and post- training, and follow-up support.
baccalaureate or alternative certification
candidates on a first-year practitioner license As noted, Texas and Louisiana both approve
have a credentialed mentor and receive a training providers at the state level to ensure
minimum of five hours of mentoring per quality, and NIET has been approved to work
week. The redesign of Louisiana’s mentoring with districts in both states to train
program, approved by the State Board of mentors.21 NIET’s mentor training is based on
Elementary and Secondary Education in over 20 years of experience training teacher
2018, creates training and certification leaders and principals to coach classroom
requirements that ensure mentors are teachers. Teacher leaders taking on these
prepared to provide high-quality coaching mentoring and coaching roles in NIET partner
and support.19 Training providers must be districts report they are more likely to remain
approved by the state, and mentors must in teaching, with nearly 90% agreeing that
pass a certification test. To recognize the the opportunity for a leadership role
additional time and skills required by increased their commitment to remain in
mentors, the state allocated funds for teaching. In addition, teacher retention in
districts to pay $1,000 stipends to mentor NIET schools where trained teacher leaders
teachers working with pre-service residents, are providing classroom teachers with
as well as a $1,000 stipend to residents coaching and mentoring is 10 percentage
themselves. points higher than the average teacher
retention rate nationwide.22
Texas’ Mentor Program Allotment (MPA),
created in 2019, allows districts to apply for Based on this success in developing teacher
state funding for mentors of first- and leaders, NIET’s mentor training builds skills
second-year teachers.20 In the first year, state and knowledge across a range of topics such
funding for stipends was $1,800 and was as understanding and building trust with
expanded to include mentors for teachers in adult learners, using data to improve
their first or second year teaching a new teaching, providing high-quality feedback,
grade or subject. In the second year, funding and creating continuous cycles of
ranged from $1,500 to $2,500 per mentor, improvement. School and district leaders
based in part on the design of the district participate in training prior to the start of the
mentor program and use of an approved school year in order to build a common
training provider. Districts must provide understanding of the work of mentors and
training for mentors on research-based the goals of the program.
teaching practices and ensure that mentors
and mentees meet for a minimum of 12
hours each semester. Annual funding levels
are determined by the state budget, and
5Why New Teacher Mentoring Falls Short, and How to Fix It
Follow-up support over the course of the These partnerships have used three
year for mentors, as well as school and strategies: 1. focusing the mentor program
district leaders, ensures that mentoring is on instructional improvement; 2. making
integrated into school schedules, budgets, mentoring more effective through training,
and culture and aligned to systems for tools, and protocols; and 3. aligning the
professional learning. Training and support mentoring program with district and school
are grounded in evidence-based practices systems and initiatives.
and offered in-person or virtually, as
requested by the district. The findings in this report are based on
interviews with practitioners in districts
Findings from Louisiana and Texas serving rural and mid-sized communities, and
Mentor Programs an urban charter network. Over 65% of
students in these districts are economically
Educators in districts that have redesigned disadvantaged, and four out of five districts
their mentoring programs with support from serve a majority-minority student
NIET identified strategies and action steps population. Each strategy and action step is
that are leading to greater success in discussed in the next section.
supporting new teachers to be more
effective earlier in their careers.
Strategies and Action Steps to Support New Teachers
Strategy 1: Focus mentoring on instructional improvement.
• Establish a clear purpose for mentoring: improving teaching and learning
• Invest in mentoring through funding time, training, and the use of an evidence-
based instructional rubric
• Create a clear job description, define compensation for mentors, and select the right
people for the job
Strategy 2: Support mentors to be more effective by providing training, tools, and
protocols for the role.
• Start by establishing trust and a growth mindset
• Ground mentoring in student outcomes and the needs of the mentee
• Use a cycle of coaching for continuous improvement
• Create opportunities for mentors to collaborate
Strategy 3: Align the mentoring program with district and school systems and goals.
• Support principals to integrate mentors in the school leadership structure
• Connect mentoring to district and school priorities or initiatives
6Strategy to Support New Teachers #1
Strategy 1: Focus clear to both mentors and mentees that the
relationship is designed to support them to
mentoring on improve classroom instruction and student
instructional learning. Success with students is
consistently rated by new teachers as the
improvement. most important aspect of their job, and
focusing mentoring on this priority ensures
Action Step: Establish a clear purpose for they feel supported to succeed.
mentoring: Improving teaching and
In addition, mentors are trained to provide
learning direct feedback on classroom practices and
To be successful, mentoring programs need to support new teachers in developing and
to start with a clear, well communicated goal executing strong lessons using a cycle of
of improving teaching and learning. NIET coaching and support that extends over the
works with district and school leaders to course of the year. A research-based
clearly establish and communicate the role instructional rubric serves as an explicit
of mentor teachers and put in place the guide for changing teacher practices and
systems and structures that support their provides a framework for mentors and
success. Administrators and mentors in mentees to create a path toward growth.
partner districts described the lack of goals
or structure that characterized mentoring in Rhea Blanchard, an eighth grade English
the past. “Prior to this, our mentoring language arts teacher and mentor at
program was very loosely defined,” said Assumption Parish Schools in Louisiana,
Anna Holmgreen, transformation and explained how the mentoring program in her
innovation administrator at Alice ISD in district has changed. “We now have a clear
Texas. “For a long time, we had kind of a vision of how to go about helping these new
‘buddy system.’ It was more, ‘How are you teachers,” she said. “From the initial process
doing? Do you have any questions? Can I of observing using the research-based rubric
help you set up technology in your as a guide, to developing a coaching plan,
classroom?’” While new teachers’ social, meeting with the teachers, setting goals,
emotional, and logistical needs remain an working on what needs to be improved, and
important priority, it is essential that then starting over again with a new cycle, the
mentoring be designed to support them to goal is to help the new teacher to be
become strong teachers. successful, and ultimately, it needs to show
up as student achievement.”
Programs with this focus on instruction begin
by building relationships and trust as an
essential foundation; however, they make
7Strategy to Support New Teachers #1
School and district leaders play a critical role school’s out for 30 minutes and just talk. If
in communicating this new approach and you’ve never seen them in the classroom,
ensuring that both mentors and mentees then you can’t have the conversations you
understand the expectations and priority need to have.” District and school leaders
placed on the work. “What I appreciate is we must create and protect the time for
now have a structured program, and it is mentoring, with close attention to
respected at a high enough level and scheduling decisions that allow mentors to
prioritized. Not something that might observe mentees in the classroom.
”
happen, but something that does happen,”
said Krista Marx, human capital coordinator
at Elgin ISD in Texas. “We have support
coming from the assistant superintendent of
To mentor a person, you have to see
academics, through me, through our them in the classroom, and you have to
campus-level mentor supervisors, to the see them around kids.
mentors.” —Chris Mueller, High School Math Teacher and
Mentor, Elgin ISD, Texas
Action Step: Invest in mentoring through
funding time, training, and the use of an
evidence-based instructional rubric NIET’s partner districts are using a variety of
approaches to provide mentors more time
The mentoring process – forming a
with their new teachers. As noted, the Texas
relationship, understanding the new
policy requires that mentors spend a
teachers’ needs, establishing goals,
minimum of 12 hours per semester with
observing classroom practices, and reflecting
their new mentee, and many teachers use
and planning together – takes time. Often,
release time, late start times, or common
mentoring is added on top of a full teaching
planning periods to reach this goal. Louisiana
load, meaning mentoring takes place before
has established expectations for mentor
or after school or even exclusively through
training and certification and requires a
phone calls and emails.
minimum of five hours of support for
mentees each week. Many teachers
While these quick and less formal forms of
identified time as an ongoing challenge and
communication are helpful, time should be
said the success of the program depends on
built into the day for mentors and mentees
districts and schools ensuring that mentors
to work together. “To mentor a person, you
have designated time to observe and coach
have to see them in the classroom, and you
mentees.
have to see them around kids,” said Chris
Mueller, a high school math teacher and
mentor in Elgin ISD. “It’s not something
where you can say, let’s meet at 4:30 when
8Strategy to Support New Teachers #1
Despite the challenges, many districts are work with their mentees. “With the new
successfully creating and protecting this training and support this year, it has given
time. Rhea Blanchard described how her guidance and a framework,” Mueller said. “In
district built her schedule for successful years past, if you’re thinking of it in a teacher
mentoring. “My schedule this year is perfect sense, I have been going in blind with no
for me and my mentees. I have one extra lesson plans. I feel like now I have done a
planning period that I spend in my mentees’ better job mentoring because I have
classrooms observing them and co-teaching. guidance and criteria. I have set myself goals
And then we all have 7th hour planning for where I want to be with my mentees at
together, the three of us,” she said. “It’s different points in the year and how to move
really ideal. We can build relationships, we on to the next phase. It gives us something
can problem-solve, and we can share ideas, to reach for.”
since we are teaching the same subject. I
learn as much from them as they do from The training offered by NIET helps mentors
me.” take the high-quality teaching practices they
use in their own classrooms and coach using
Another possible strategy to address the those practices with new teachers. Mentors
challenge of time became available to are specifically trained in how to work with
mentors through the move to virtual learning adult learners, how to give feedback that will
during the pandemic. Virtual learning created be received and incorporated, and how to
an unexpected benefit for mentors: They use data to guide continuous improvement.
were able to observe their mentee more The training addresses how mentors can use
often since classes were recorded and a research-based instructional rubric, aligned
available to be viewed on their own time. to state teaching standards, as a tool for
Mentors were able to recommend a strategy, cycles of coaching that address the individual
receive a video of the mentee putting it into needs of teachers and their students. This
action, and provide feedback or have a creates consistency and coherence across
conversation about it afterward. As teachers mentors and reinforces the practices that all
develop greater facility with technology, the teachers are expected to master in teaching
ability to record and share practices or their standards and curriculum effectively.
strategies expands opportunities for
feedback. The instructional rubric describes teaching
practices across multiple domains and
In addition to time, mentors cited the indicators of practice, at different levels of
specific mentoring process they learned effectiveness, providing a common language
through NIET’s training as key to helping for observing and coaching mentees.
them better focus on supporting new
teachers’ instruction. They described the
training as giving them a guide to how to
9Strategy to Support New Teachers #1
“The rubric is a starting point and gives us select mentors who are well qualified to
something to reach for,” Mueller said. “Once support new teachers to improve their
you start seeing progress on one part of the instruction. Identifying mentors with a strong
rubric, you can start moving on to another level of knowledge, who bring a track record
step. Let’s just keep working through each of effectiveness as a teacher in their own
dimension and getting better and better.” classroom, is vital. Effective teachers have
the ability to provide useful and specific
Using an instructional rubric to describe feedback for improvement drawn from their
strong teaching practices offers an experiences. Training strengthens their skills
opportunity to make connections between as a coach, but they need a foundational
the coaching by mentor teachers and level of expertise to build on.
expectations for new teachers in their
evaluation system. “There were times in the Texas policy requires a minimum of 3 years
old mentor program that the evaluation of experience as a classroom teacher, and
system was brought up, but it really didn't Louisiana’s guidelines for selecting mentors
make any sense and felt like it was just include evidence of a consistent, positive
something that we had to do,” said Mari impact on student learning, knowledge of
Hinojosa-Barrera, a first grade teacher and curricular tools and resources, and an ability
mentor in Alice ISD. “But now that we’ve to communicate effective teaching
been trained and are using the same rubric, techniques by generalizing beyond one’s own
it really is something that’s relevant to me classroom experience.
and that makes me a better teacher for my
students. It holds me accountable. It holds When we asked district leaders to describe
my mentee accountable.” the type of teacher who makes an effective
mentor, two characteristics stood out:
Action Step: Create a clear job 1. Experience and success in supporting
description, define compensation for student learning in their own classroom.
mentors, and select the right people for 2. A desire to grow professionally and
the job work with other adults.
In addition to investing in mentoring through “We want experience. They don’t have to be
time and training, districts and schools must a 10-year veteran, but they need
also select the right people for the job. experience,” said Cindy Blanchard, district
Mentors need to be selected through a pipeline specialist in Assumption Parish
rigorous process, rather than based on who Schools in Louisiana. “We want them to be
is available during a certain time or because effective in the classroom, so we look at
they are the type of teacher who is often observation data and recommendations from
given a leadership role. District or school principals. We also want someone who can
leaders should develop a job description and work effectively with adults.”
10Strategy to Support New Teachers #1
Another administrator, Jennifer Campbell of teachers,” she said. “If I’m giving a
Algiers Charter Schools in New Orleans, suggestion, I can say, ‘This is something I do
described looking for teachers who are and here are the results I got.’”
“thirsty for new learning and want to grow
by deepening their expertise and knowledge Raising expectations for mentors must be
of curriculum as well as leadership.” paired with making the role desirable and
doable, with compensation, training, and
Research shows that mentorship is most release time. A 2016 study found that
successful when new teachers are paired effective teachers were not as likely to serve
with a mentor from their subject or grade as mentors. More than 40% of math teachers
level, and this was confirmed by mentors and in the study who did not host a student-
mentees in our partner schools.23 District teacher were more effective than the
and school leaders described the challenges average math teacher who did serve as a
in adjusting schedules to facilitate better mentor.
matches between mentors and mentees and
the importance of making this a priority.
Many voiced the need for flexibility in
smaller schools with fewer teachers in each
subject area, or in circumstances when a
new teacher needs support to strengthen
specific instructional skills that might be
more effectively provided by a teacher who
happens to be outside their content area.
Deliberately matching new teachers with an
experienced teacher in their content area or
grade level creates the opportunity for
deeper coaching that connects the content
with teaching strategies or practices. “Being
in their shoes and understanding their
curriculum and standards gives me better
insight into how to help them,” said Rhea
Blanchard, who mentors two ELA teachers. “I
can try out a strategy before I support them
to try it in their classroom.” The other
Duplessis Primary School, Ascension Public
characteristic she highlighted was her Schools, Louisiana
position as a classroom teacher, even as she
took on the role of mentor. “Being in the
classroom gives me credibility with new
11Strategy to Support New Teachers #1
”
Researchers also found that mentor teachers
received “shockingly little compensation”
with an average annual stipend of We need to support [mentors] and make
approximately $200.24 Compensation is an them feel valued in their work.
essential tool for districts to use in recruiting
—Jennifer Campbell, Administrator, Algiers
and retaining effective teachers as mentors. Charter Schools, Louisiana
As a result of these and other related
findings, increasing compensation for mentor It also empowers mentors by providing them
teachers is a core element of the changes in with a clear understanding of their role and
state policy in both Texas and Louisiana. In the authority to carry it out. “Identifying
Texas, districts can apply for a state strong teachers and building their leadership
allotment, which in the first cycle was $1,800 and coaching skills is only part of the
per mentee, and in the second cycle was solution,” researcher Jonathan Supovitz
between $1,500 and $2,500 per district, writes. “Without empowering teacher
based in part on whether a district develops leaders with more authority to exert
its own training program, or partners with an influence on their colleagues to engage in
approved provider of training and support. instructional reform, efforts to leverage
Funds can be used for stipends, release time, teacher leadership for school improvement
or training, which is particularly important as will continue to fall short of their
districts build out more comprehensive, high- potential.”25
quality programs. Louisiana has provided
state funding to increase mentor stipends, By creating a clear job description,
with districts eligible for $1,000 for mentors expectations, and compensation for the role
and mentees, including yearlong of mentor, districts can help to provide
undergraduate residents and post- mentors with the skills and authority to
baccalaureate or alternative certification influence new teacher practice. This also
candidates. positions mentors as part of the leadership
pipeline and enables school systems to look
After selecting and training mentors, for these experiences when hiring for
retaining these strong teachers is critical. administrative roles, including principal and
“When we invest in teachers through the assistant principal.
mentor training, we want to make sure they
stay with us long term,” Campbell said. “We
need to support them and make them feel
valued in their work.” Significantly increased
stipends for mentor teachers are a key part
of this strategy and signal the priority and
importance of the mentor role.
12Strategy to Support New Teachers #1
Summary of Action Steps for Strategy 1: Focus mentoring on instructional
improvement.
Challenges Action Steps
The goals of mentoring are unclear and Establish a clear purpose for mentoring:
not tied to instructional improvement. improving teaching and learning. Mentorship
has a clear goal of improving instruction using a
cycle of coaching and feedback.
Mentorship responsibilities are an add- Invest in mentoring through funding time,
on to other responsibilities without training, and the use of an evidence-based
dedicated time for the role. There is instructional rubric. Mentors are given
minimal training or guidance on how to dedicated time within their day for observation
set or reach goals. and support with their mentee, along with
training and support in using a research-based
instructional rubric to guide their work.
Mentors are chosen based on who is Create a clear job description, provide
available: instructional coaches, district compensation for the role, and select the
employees, retired teachers, or a teacher right people for the job. Mentors are
with the same planning period. deliberately selected based on their
effectiveness as a teacher and ability to work
with adults, are compensated for the role, and
are paired with a mentee from their field.
13Strategy to Support New Teachers #2
Strategy 2: Support Beyond personal and emotional support,
mentors build trust with their mentees by
mentors to be more offering useful, constructive feedback. New
effective by providing teachers are hungry for help improving their
practice, and they welcome feedback when it
training, tools, and comes from a trusted source.
protocols for the role. When asked how her mentor built a trusting
relationship with her, new teacher Hannah
Action Step: Start by establishing trust Smith in Assumption Parish described the
and a growth mindset quality of the feedback she received. “Her
feedback was always so purposeful,” she
While the ultimate goal is to improve
said. “It wasn’t just, ‘Oh you did a great job.’
instruction, this cannot be done without
It was, ‘You did a great job on this, and let’s
establishing a trusting relationship between
work on this for next time.’ She would sit
mentors and the new teachers they work
with me and explain, ‘Here is where you can
with. Mentors build this trust by showing
go about changing this,’ and telling me
new teachers that they care about them on a
exactly what I did well and exactly what I
personal level and that they care about
could do better. At that point, I really had
helping them grow in the profession. “It’s
that trust with her that I could go to her with
personal,” said mentor teacher Mari
any kind of problem because I knew that she
Hinojosa-Barrera. “You’ve got to make that
was going to be honest with me and also
connection with the person, really
uplifting.”
understand who they are, and get them to
see that you are going through the same
When mentors build trust and focus on the
struggles.” The stress of the first few years of
new teachers’ strengths when giving support,
teaching has been well documented, and
they can help new teachers feel comfortable
mentoring can alleviate that anxiety.26
asking for help. When feedback results in
”
student success, it helps new teachers to
develop a growth mindset that sticks with
It’s personal. You’ve got to make that them throughout their career.
connection with the person, really
understand who they are, and get them
to see that you are going through the
same struggles.
—Mari Hinojosa-Barrera, First Grade Teacher
and Mentor, Alice ISD, Texas
14Strategy to Support New Teachers #2
Action Step: Ground mentoring in and adjust based on student work.
student outcomes and the needs of the
mentee “The mentor training helped mentors focus
on what students need to learn. Before you
A key aspect of targeting support to the even start planning, you have to know what
needs of the mentee is using student work you are looking for in terms of student
and data. Mentors are trained to use a work,” said Campbell. “In terms of support, it
process of looking at student work, starts becoming an informal coach where
identifying areas where students struggled, they are meeting with the new teacher and
discussing the teaching strategies that could talking to them to see how well they
be used to teach the standard, and planning understand and internalize what they want
ways to adjust or re-teach in order to guide the students to do. And it helps the new
the mentee to improve practice. “We work teacher to start thinking about things
together with student data, looking at the differently – their approach to the lesson,
numbers and saying, ‘OK, let’s go back and their approach to strategies – because they
look at each question and break down the are focused on what they want their
questions. How did we approach this and students to be able to do at the end of the
where could it have gone wrong and what lesson. It’s a different mindset when you
are some ways we could go back and re- start thinking that way.”
teach?’ We also talk about how to anticipate
those misunderstandings before teaching it As mentors get to know their mentees, they
next time,” said Stacy Brammer, a middle use that knowledge to plan and structure
school science teacher and mentor in Hearne their support. The mentors in this report
ISD in Texas. discussed several strategies they used to
understand a mentee’s needs, including
Data-driven feedback and support is a key reviewing and discussing lesson plans,
component of NIET’s mentor training. observing mentees teaching in-person or
Mentors are taught how to track and virtually, examining student work and data
monitor student work and student data, use together, watching a video of an expert
the instructional rubric as a means of guiding teacher and discussing it together, and using
improvement based on what they see guided questions to help mentees reflect on
happening in their classroom observations, their own practices. In 2020-21, mentors
and center their feedback on student found that viewing recordings of a mentee’s
outcomes. Mentors learn to help new lesson was a useful new tool in
teachers develop a student-centered understanding their needs and one they
approach to instruction. They break down would like to continue to use in the future.
student learning targets or standards,
anticipate student needs, plan instructional
strategies to meet those needs, and reflect
15Strategy to Support New Teachers #2
These techniques are skills mentors learn and that’s added a real struggle for him. We
through training. “In training, we were given worked together, and he changed his goal to
a way of questioning that doesn’t make the getting more student engagement in a virtual
mentees feel like they are being criticized, setting. Now his initial and revised goals
but makes clear that the goal is to help them ultimately align because student
find more effective ways of supporting engagement impacts student success on test
students to succeed,” Mueller said. “Once scores.”
you get to know them and have enough
conversations with them, you can say, ‘I Garcia’s example illustrates the targeted,
notice that you don’t seem to be getting the flexible support that is possible through high-
result you are hoping for. Let’s see if we can quality mentoring. Mentors are able to
make a change that leads to a different provide specific instructional practices aimed
result.’” at helping the mentee achieve a specific goal
and adjust those strategies in response to
Through this targeted support, the mentors changing classroom context, all while
and mentees work together on a wide keeping student learning as the central focus.
variety of complex components of teaching.
Among these are: Action Step: Use a cycle of coaching for
• Analyzing student data and using it to continuous improvement
drive instruction;
• Increasing student engagement and To impact teaching and learning, mentoring
ownership of their learning; cannot be a string of one-off meetings or
• Anticipating student questions during observations. The mentoring process must
independent activities or when creating be cyclical and focused on continuous
lessons; and improvement. One big mistake mentors
• Grouping students based on student make is trying to fix everything at once
strengths and needs. through their feedback for a new teacher
who is then overwhelmed. The coaching
Denise Garcia, a middle school science cycle helps ensure that there is focus on one
teacher and mentor in Alice ISD in Texas, particular area and allows the mentee and
gave this example of tailoring her support mentor to work on that before addressing
toward the needs of her mentee: “One of my the next one.
mentee’s goals was related to increasing
student achievement on the state test. I The coaching cycle starts with the mentor
supported him to break down his goal to and mentee discussing a problem of practice,
manageable, concrete steps and provide setting a goal, and planning how to approach
different resources and strategies he can use the problem.
with his students. With virtual learning, we
had issues with students showing up to class,
16Strategy to Support New Teachers #2
For example, Hinojosa-Barrera worked with adjust, and do what we need to do to hit that
her mentee on lesson planning based on standard,” said Hinojosa-Barrera. “If they are
the district curriculum. “We’re sitting down, getting it, we know we can move on to the
dissecting a standard, and looking at the next thing.” NIET uses the Five Steps for
complexity and the specificity of it to see Effective Learning to guide mentors in
what we could do better.” creating a clear process for helping new
teachers to identify a student need, obtain
Then, the mentee tries the strategy in their new learning to address that need, develop
classroom, and the mentor observes the and then apply that learning in the
lesson or reviews lesson videos, looks at classroom, and evaluate the impact on
resulting student work, and discusses the students. Using a protocol such as the Five
results with the mentee. They work together Steps for Effective Learning helps new
to plan next steps based on student learning. teachers continuously improve their
“If kids aren't getting it, we'll come back, classroom practices.
Five Steps for Effective Learning
IDENTIFY OBTAIN DEVELOP APPLY EVALUATE
problem or new teacher new teacher new teacher the impact on
need learning aligned to learning with learning to student
student need and support in the the performance
formatted for classroom classroom
classroom
application
• Evidence of need • Use credible • Develop through • Evidenced • Evidence
(using pre-test) is sources demonstration, through includes
clear, specific, modeling, observation, student
• Proven
high-quality, and practice, team peer coaching, assessment
application
measurable in teaching, and and self- (post-test)
showing
student outcomes peer coaching reflection aligned with
student
with subsequent applied to data analysis
• Addresses student growth
analysis of student work and the new
content learning
student work as a formative teaching
with links to
assessment strategies
teacher strategies
and the rubric
Research by Guskey (2000) identifies four principles common to professional development practices and strategies
used in successful initiatives that have produced demonstrable evidence of improvements in student learning. These
have been adapted by NIET to create the Five Steps for Effective Learning protocol.
17Strategy to Support New Teachers #2
Knowing where new teachers are in their coaching sessions to support a teacher who
knowledge of instructional materials and is struggling. The mentor teacher might
teaching strategies through the cycles of observe a lesson, follow up to debrief about
coaching helps school and district leaders to it, and then go back to the classroom to co-
better support new teachers. teach a lesson with the teacher. Finally,
mentor teachers can provide additional one-
Coaching Strategies on-one assistance. For example, a mentor
Mentor teachers learn to employ a teacher might help their mentee plan a
range of coaching techniques that lesson or how to formatively assess students
can be adapted to suit teachers’ at the end of a unit or lesson.
individual needs. Some teachers
might benefit most from “lighter” Action Step: Create opportunities for
coaching in which the mentor mentors to collaborate
teacher observes the teacher
applying a new strategy during a Although the work of mentoring is
lesson and then follows up with individualized, it should not be done in
reflective questions and feedback. isolation. Marx, the human capital
coordinator at Elgin ISD, shared the benefits
Other teachers might benefit most of intentionally fostering collaboration
from observing the mentor teacher between mentors and continuing to grow
stepping in to model a strategy with their skills. “It helps them to be able to team
students. Still other teachers might up and share ideas,” she said. “If the mentors
need more intensive coaching are able to come together and they know
where they co-teach a lesson to a that their mentee is having a difficult time
classroom of students right with lesson pacing, for example, and one
alongside the mentor teacher. These person knows someone who is really great at
more interactive forms of coaching lesson pacing, you could do a shared viewing
require trust and a strong working of that person’s lesson. ‘Stronger together’
relationship between new teachers is real, and when mentors are able to
and mentors. collaborate instead of having seven different
mentors trying to find seven different
examples of one thing, they are able to pool
NIET’s mentor training on the coaching cycle
their resources and find the one best
also works to address another common gap
example and share among the group.”
in instructional coaching: following up with
teachers after the initial coaching session to
be sure they have sufficiently understood
everything. In some cases, mentor teachers
might need to provide several sequential
18Strategy to Support New Teachers #2
Training mentors using an evidence-based get help in thinking through these challenges
instructional rubric helps to build a common and possible solutions. Another successful
language and establish the foundation for support strategy used by several districts is
future collaboration. By working to build a to establish district-level positions to support
common language and understanding of mentors across multiple schools and
strong classroom teaching using an evidence- facilitate collaborative learning opportunities
based instructional rubric, mentors have an for mentors and mentees.
opportunity to get to know each other
during training. District administrators and The mentor trainings, especially when they
building leaders can facilitate ongoing are part of a statewide policy as in Texas and
collaboration by holding districtwide mentor Louisiana, can be a chance for mentors to
meetings, creating opportunities for mentors collaborate across district lines. Louisiana
to collaborate and form professional specifically promotes this by training district-
connections. Mentors visit classrooms level administrators through regional
together and receive follow-up support as collaborations and a state teacher leader
they work collaboratively to strengthen their summit. In addition, the state added a
skills. Ongoing supports over the course of domain in the teacher evaluation rubric to
the year are critical, since mentors run into create a tool for providing feedback to
numerous challenges and need the ability to mentors on their mentoring role.
Somerset High School, Somerset ISD, Texas
19Strategy to Support New Teachers #2
Summary of Action Steps for Strategy 2: Support mentors to be more effective
by providing training, tools and protocols for the role.
Challenges Action Steps
Relationship building is left to chance. Start by establishing trust and a growth
Feedback doesn’t provide detailed or mindset. The relationship is established as a
actionable feedback and is not connected partnership, and deliberate work is done to
to a path toward growth and establish a mentoring process focused on
improvement. growth and actionable feedback. Trust and
relationship building are built into the training.
Student work is not systematically used Ground mentoring in student outcomes and
by mentors in their coaching. Support is the needs of the mentee. Feedback is grounded
one-size-fits-all or driven by the in student work and data. Classroom
experience and teaching style of the observations using a research-based framework
mentor. support mentors to understand the mentee’s
strengths and respond to their specific needs.
Support is given through a few isolated Use a cycle of coaching. Utilize an explicit
observations that do not build off one coaching cycle where the new teacher is
another. regularly observed and receives feedback.
Mentors work independently with little Create opportunities for mentors to
interaction or collaboration. collaborate. Collaboration at the school and
district levels strengthens practice and builds a
community of teacher leaders.
20Strategy to Support New Teachers #3
Strategy 3: Align the Administrators noticed shifts in the school
and district culture around instruction after
mentoring program with redesigning their mentor program to include
district and school more training and support. “Conversations
are changing,” Campbell said. “I’m hearing
systems and goals. more critical conversations schoolwide
around the instructional materials and
Action Step: Support principals to around the standards.”
integrate mentors in the school
While mentors can enhance the culture and
leadership structure leadership capacity in a school, mentors
The impact of mentoring has the potential to need the support of school leadership to do
extend beyond the individual work mentors this. Mentors are more effective when their
do with new teachers, especially when they principal understands and prioritizes the
are supported by building leaders and seen work they do, providing release time or
as valuable members of the school coordinating schedules to facilitate time for
leadership team. Mentor programs can mentoring and time for mentors themselves
create connections between the support of to collaborate. “Principals who have been
mentors and the ongoing professional trained can see the connections between
learning structures and systems in the mentoring and the rest of the professional
school, creating continuity in feedback, development system, and they are more
support, and expectations over time. aware of what their new teachers and
mentors are going through,” said Holmgreen,
In addition, mentors help to create a who supervises the mentoring program at
collaborative culture and strengthen the Alice ISD. “It makes it a more systemic
focus on instructional improvement. Rhea approach.”
Blanchard described how her position as a
classroom teacher, a mentor for new In Texas, in order to access state mentoring
teachers, and a member of the leadership program funds, building-level administrators
team allows her to see where issues arise in and other staff who support new teachers
the implementation of school and district commit to attending mentor program
programs or initiatives. “As I see something training. This level of engagement enhances
in my work with new teachers,” she said, “I the support they are able to provide. In
bring up those issues to my leadership team Louisiana, administrators are encouraged to
so that we can problem-solve how to make it participate in training to strengthen their
work better for everybody.” Mentor teachers understanding, support, and oversight of
in these districts are increasingly mentors and to connect the mentor program
participating as members of their school to school systems and goals.
leadership team.
21Strategy to Support New Teachers #3
District and school leaders are less likely to whether students are meeting the standard.”
bypass or marginalize mentors when they NIET is working with leaders in Jefferson
have participated in mentor training and Parish Schools in Louisiana to help teachers
have a clear sense of the role and make connections between high-quality
responsibilities. Mentors can be used more instructional materials and the instructional
strategically when their role is understood in strategies needed to help students reach
the context of school staffing structures and mastery. The Teacher Learning Progression
job-embedded support systems. on Curriculum outlines connections between
curriculum and instructional skills at various
Action Step: Connect mentoring to levels of expertise, helping mentors to
district and school priorities or pinpoint specific areas for improvement and
initiatives target their support based on their mentee’s
needs.
Mentoring has the potential to increase
district capacity and cohesion when The progression illustrates how new teachers
integrated into the priorities and initiatives of can continue to deepen their knowledge of
the district as well as the school. For the curriculum and how to use it to increase
example, mentors can be used to help new student success. Starting with a basic
teachers, along with other teachers in the knowledge of academic standards and
building, learn about and implement district curriculum, teachers build their
initiatives in their classrooms. In Louisiana, understanding of the “why” behind the
mentors have played an important role in the curriculum and how it can be used to meet
implementation of new, high-quality individual student needs. As they build their
instructional materials. instructional skills, they are able to support
students to take ownership of their own
“Before, our new teachers were thinking that learning and engage in thinking and problem
they could not ask additional questions or -solving with peers, described in the
plan something that is not written in the curriculum progression as “student-led
curriculum. Now through the support of their learning.”
mentor, they are more confident in looking
at the standard, their student needs, and
how to use high-quality instructional
materials and resources to support every
student to succeed,” Campbell said.
“Mentors are getting the teachers to look at
the standard and then think about where
that standard is addressed in the curriculum,
where they can anticipate student difficulty,
what additional questions they can ask, and
22Strategy to Support New Teachers #3
Teacher Learning Progression on Curriculum
From: High-Quality Curriculum Implementation: Connecting What to Teach with How to Teach It, NIET, 2020
Using a tool like the Teacher Learning teaching and improvements in student
Progression on Curriculum helps new learning.
teachers to understand how instructional
decisions, such as how they use grouping or A robust mentoring program that helps new
activities and materials, support the teachers to improve their practice and better
engagement and learning of each student. support student growth is highly valuable
Mentors can help new teachers identify and motivating. When this system is
strategies that create equity and inclusion, prioritized and connected to other systems
such as providing lower-performing and initiatives in the school and district, it
students with scaffolded supports to has the potential to attract and better
accelerate learning and engage with grade- support new teachers and contribute to the
level material. As a result, new teachers see continuous growth of all educators.
the connections between improvements in
their
23Why New Teacher Mentoring Falls Short, and How to Fix It
Summary of Action Steps for Strategy 3: Align the mentoring program with
district and school systems and goals.
Challenges Action Steps
Principals and district leaders are not Support principals to integrate mentors in
substantively involved in the mentoring the school leadership structure. Building and
program. Mentors work independently district-level leadership are trained in
and their work is not integrated with mentoring best practices and support mentors
school-level leadership and instructional in their work. The work of mentors is a key part
efforts. of the school’s instructional plan, and mentors
are seen as a valuable member of the school
leadership team.
The work of mentoring is isolated from Connect mentoring to district and school
other school or district initiatives, such priorities or initiatives. Mentorship is
as curriculum or the evaluation system. integrated with school and district priorities
and initiatives and aligned to ongoing
professional learning systems.
CONCLUSION Changes in state policy can support these
improvements by providing funding for
Evidence demonstrates that high-quality districts to extend mentoring over multiple
mentoring increases the retention of new years, offer high-quality training
teachers, while making them better opportunities, and provide significantly
classroom instructors. At the same time, higher compensation for the role. Building on
evidence – and the experiences of teachers – these state improvements, districts can then
also demonstrates that too many districts fail establish expectations, ensure release time,
to provide new teachers with effective and create accountability for the work of
support. Making mentoring more consistent, mentors and mentees.
high-quality, and connected to systems for
improving teaching and learning offers a Shifting the purpose of mentoring to focus
high-impact strategy for new teacher on instructional coaching requires districts
success. and schools to provide additional time,
training, support, and resources for mentors.
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