The National Education Association's
A Better Beginning Tool Kit
Teacher Survey:
Do You Support a New Teacher Support Program?
Anytown Education Association
Helping Our New Teachers
SURVEY: New Teacher Support
Description
This survey is designed to assess our members' interest in creating a New Teacher Support System or Mentor Teacher program in our district.
1. Would you be willing to participate as a mentor in a new teacher support system?
Yes_____ No_____
2. Would you be willing to serve as a resource to the new teacher support system?
Yes_____ No_____
3. Please list a colleague that you think would be an excellent resource in implementingthis program. ____________________________________________________________.
May we use your name as a reference?_________________________________
(please print your name)
4. What three specific elements do we need in a new teacher support program to make it successful (please list in order of importance)?
5. What elements exist in our school/district culture that may undermine the success of a new teacher support system?
6. What other comments or concerns do you have about establishing a new teacher support program?
Sample Surveys
Pre-Mentoring Survey: New Teachers Share Their Views
1. Previous teaching experience, including student teaching:
2. List your three strongest assets as a teacher:
3. List three areas of concern as a new teacher to this district:
4. How often would you like to meet with a mentor teacher?
5. In what ways do you think a mentor teacher would be helpful to you?
6. In what activities do you expect your mentor to engage you?
How would you rate your skills in the following areas:
(1= developing, 2=confident, 3=accomplished)
___ Lesson planning
___ Planning for a substitute teacher
___ Large group instruction
___ Small group instruction
___ One to one instruction
___ Behavior management
___ Developing and administering informal classroom assessments
___ Planning instructional units
___ Planning and producing instructional materials
___ Planning for students with special needs, including "at risk" and "gifted"
___ Parent conferencing and communication
___ Dealing with crisis in the classroom
___ Establishing rapport with faculty and staff
___ Understanding of teaching/learning styles
___ Understanding of cultural or ethnic differences
___ Ability to set appropriate levels of expectations for student achievement
Please list on the back any area of concern that was not addressed on this survey.
Self-Survey: Should I Become a Mentor?
This checklist is designed to help teachers who are thinking about becoming mentors. Please place an X in the column that represents the degree to which the statement characterizes the way you see yourself. You'll find space provided after the checklist to add those qualities that represent the unique or special assets you might bring to mentoring.
* Reserved for descriptions of your unique and special assets for mentoring.
Question Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I see myself as being people-oriented. I enjoy working with other professionals.
2. I am a good listener and respect mycolleagues.
3. I am sensitive to the needs and feelings of others.
4. I recognize when others need support or independence.
5. I want to contribute to the professional development of others and share what I have learned.
6. I am willing to find reward in service to someone who needs my assistance.
7. I am able to support and help without smothering, parenting or taking charge.
8. I see myself as willing to adjust my schedule to meet the needs of others.
9. I usually am patient and tolerant when teaching someone.
10. I am confident and secure in my knowledge and try to remain up-to-date.
11. I enjoy the subject(s) I teach.
12. I set high standards for my students and myself.
13. I use a variety of teaching methods and my students achieve well.
14. Others look to me for information about subject matter and methods of teaching.
15. Overall, I see myself as a competent professional.
16. I am able to offer assistance in areas that give others problems.
17. I am able to explain things at various levels of complexity and detail.
18. Others are interested in my professional ideas.
19. *
20. *
Sample Contract Language
Text for illustrative purposes only. Consult with legal counsel before adopting or adapting any language here.
SAMPLE 1: Manitowoc Public School District Board of Education Teachers' Agreement
Teacher Mentor Program [see page 17 for details about this program]
A. Teachers newly hired to the District shall be assigned a veteran teacher mentor and must participate in a five-day induction program prior to in-service week. The newly hired teacher will be paid at the summer curriculum rate for the induction program.
B. Veteran teachers who are selected as mentors must participate in a mentor training workshop during the summer for which they will be compensated at the summer curriculum rate. The mentor shall also participate in the induction program prior to in-service for which the mentor will be reimbursed at the summer school teaching rate. In addition, mentors will receive a stipend of $600 each year to compensate them for time spent before and/or after the teaching day meeting and working with their new teacher during the school year.
SAMPLE 2: Sweetwater School District #1
Teacher Assistance Program [see page 19 for details about this program]
Relationship to Teacher Evaluation
The primary purpose of the TAP is to provide teachers with site specific and/or content specific assistance through peer coaching and conferencing with mentors.
The requirements for summative evaluation contained in the SSD#1 Professional Development Plan shall remain the responsibility of the school administrator or designee. In order to promote the highest levels of trust and assistance, strict rules of confidentiality shall be maintained through the concept of the data curtain between mentor and the teacher's evaluator. Observation data and discussion between the participant and mentor shall remain confidential unless the participant requests that data be shared with the building evaluator when all parties are present. The exception to the data curtain would occur at the beginning of an evaluation cycle when the principal should share expectations and goals for improvements and/or remediation with the participant and mentor. The mentor should include these areas in the observations and consulting dialogue with the participant. Mentors shall not provide data or testimony in subsequent job renewal or dismissal actions.
When the participants exit from the program, that action shall be deemed to be without prejudice. Mentors shall provide to the TAP Panel information regarding hours of observations, issues addressed, feedback sessions held, and other pertinent general summative judgments for the performance of the participant.
Participant Selection for Program
Based on available funding and a desire to maintain a 1:1 ratio between mentor teachers and program participants, the TAP Panel will annually select participants for the program from the following tiers:
A. Teachers who must be admitted to the program are those new, with less than three years of experience to SSD#1
B. Teachers who may be admitted to the program based upon Panel decision:
a. new, with more than three years of experience.
b. any teacher who has self-referred.
c. teachers referred by building principal or supervisor, if the teachers so desire.
If an evaluator recommends a teacher for the TAP process, the evaluator shall notify the teacher and the TAP panel in writing. Such notification shall include the basis for seeking the assistance.
If a teacher self-recommends for the intervention process, the teacher shall notify his evaluator and TAP panel in writing. Such notification shall include the basis for seeking the assistance.
Recommendations for participation in the program shall be discussed by the teacher and evaluator before being forwarded to the panel.
SAMPLE 3: Clarksville-Montgomery County Schools and Austin Peay State University
"Best of the Best" Teacher Mentor Program (see page 20 for details about this program)
(Proposed Mentor/Student Placement Program)
I. LEA Mentor Application/Screening Program
• The Clarksville-Montgomery County School System (CMCSS) as the LEA will develop a Mentor Application and Screening Program for prospective mentor teachers. Teachers who want to participate will be reviewed, interviewed and accepted into the mentor program based upon standards developed and implemented through the Department of Instruction in the Clarksville-Montgomery County School System. Final decision for selection of the mentor will rest with the Office of the Director of Schools.
II. LEA Mentor Program Supervision
• Academic Supervisors for the Clarksville-Montgomery County Schools will be responsible for on-site supervision for the duration of the Austin Peay State University (APSU) student's training period in the program. APSU will also supervise students it places in the program.
• The CMCSS Department of Instruction will require all mentors and APSU student program trainees to share a dual role in the classroom, especially if the program is of one year duration.
III. Program Funding Incentives for CMCSS Mentors
• Mentor participants in the program will be funded at the local level by the CMCSS.
• Mentor stipends will be paid for four days of mentor training. Example:
a.) 2 mentors for each elementary school, i.e. X 17 elementary schools = 34 X $75 per day X 4 days equals mentor training cost of: $10,200.
• Mentor board supplement will be paid for mentor training. Example:
a.) The CMCSS will request a Board approved funding supplement consisting of $500 per mentor teacher in the program. Funding based upon the possibility of 34 mentor teachers would consist of: $17,000.
• Mentor program training and board supplement cost.
a.) Possible funding cost to the CMCSS for one year of program funding as the LEA would total: $27,200.
• Individual mentor (possible earning for a one-year local term in CMCSS)
a.) Each individual LEA mentor teacher could expect to earn an addition $800 per year as a mentor in the LEA program working with APSU students.
• Possible mentor supplement from APSU.
a.) This does not include any possible funding from APSU, i.e. possible mention of adjunct faculty status equal to an additional $1,200.
IV. Future Employment of Student Trainees
• The CMCSS will be interested in the employment of the student trainees at the end of their program based upon some of the following conditions.
a.) If the CMCSS has appropriate positions available.
b.) If the student trainee meets the SEA and LEA certification requirements.
c.) If the trainee meets the CMCSS employment practices.
d.) CMCSS will accept positions in Special Education, Music, Art, etc. if conditions for the system's needs and those of the students are met.
Sample Mentor Training Program Outline
Day 1
• Mentoring processes and relationships; reflections on mentor's own first year of teaching.
• Mentor roles and responsibilities; history of mentoring.
• Definition and types of coaching.
• Establishing rapport and developing trust.
• Environmental difficulties of teaching.
Day 2
• "Top 12" first year problems encountered by beginning teachers from research literature.
• Active listening.
• Building collegial relationships; communicating with administrators, peers, parents, and students; providing moral support.
• Establishing effective routines and procedures; environmental classroom factors.
Day 3
• Helping new teachers stay on top of their workload.
• Long range, unit, and weekly planning models.
• Classroom management techniques and discipline models.
Day 4
Observation process, observation tools and coaching.
Two days of mentor/new teacher training includes:
Day 1
• Needs assessments for mentors and new teachers.
• Goals of the mentoring program; roles for mentors, role of new teacher.
• Trust building.
• Joint planning for classroom management and discipline.
• Joint planning for the first day of school.
• Discussion of parent communications.
• Introduction to long range, unit, and weekly planning.
• New teacher-only discussion of strengths/needs/concerns.
Day 2
• Feedback on mentor and new teacher needs assessment administered on Day 1.
• Joint long range planning revisited.
• Trust building.
• Joint nuts and bolts planning in new teachers' building.
• Active listening.
• An overview of assessment.
• Celebrating the joys of teaching and learning.
Mentor Training Program
North Kingstown, Rhode Island Mentor Training
DAY 1
8:00 a.m. Registration/Coffee
8:30 a.m. Welcome, Introductions
9:00 a.m. My First Year in Review
10:00 a.m. Break
10:15 a.m. Building a Foundation
Mentor Relationship
Effective Teaching
Instructional Leadership
12:00 p.m. Lunch
12:45 p.m. Adult Learning
Hunt's Model
Case Studies
2:15 p.m. Questions and Answers
Evaluation
DAY 2
8:00 a.m. Registration/Coffee
8:15 a.m. Model Mentor Characteristics
9:15 a.m. Cognitive Coaching
10:15 a.m. Break
10:30 a.m. Pre and Post Conference Skills
11:30 a.m. Lunch
12:15 p.m. Setting Goals
1:00 p.m. Letter to Myself
Questions and Answers/Evaluation
Sample New Teacher Workshop Agenda
Tools For Your First Days of School
Francis Howell School District
Building Excellence Together
August 16, 1999
Tool Time Activity
8:00 - 8:30 a.m. Breaking Ground & Setting the Foundation:
Check-in/Breakfast/Socializing/Introduction"Educational Jargon" & "Who's Who in Francis Howell?"
8:30 - 9:00 a.m. "K-W-L" & Discussion
• What is your biggest concern?
• What do you feel you need immediately?
9:00 - 10:00 a.m. "The Ideal Teacher"
Who was s/he? Why do you remember her/him as ideal?How did it feel to be a student in that classroom?How was this teacher a professional?
10:00 - 10:15 a.m. Break
10:15 - 11:00 a.m. Blueprint for Success - "The First Days of School" Harry Wong
11:00 - 11:45 a.m. "The Ideal Classroom" How will it look, sound, feel? (Carousel Activity)
11:45 - 12:30 p.m. Lunch - provided by the Francis Howell Education Association
12:30 - 1:15 p.m. Update from the District Curriculum Facilitators
1:15 - 2:15 p.m. Managing the Site. . . Effective Classroom Discipline
2:15 - 2:30 p.m. Surveying the Results
Review the "Tools for School" Checklist
2:30 - 3:00 p.m. Final Inspection
What have you learned?Answers to "Educational Jargon"ResourcesReview notecards, K-W-L chart & write letter
Next steps. . . what do you need to do next?
Evaluate the day. . . what tools did you acquire for your toolbox?
Special on-site inspections: Dr. Lee Brittenham, Dr. Dan Brown, Dr. Tim Ricker, Dr. Sheila Cone, Dr. Dan O'Donnell
Nuts and Bolts: A special "THANKS!" to the Francis Howell Education Association for providing lunch!
Association and Other Resources
• Helping New Teachers Succeed: New Teacher Support Initiative (Mentoring New Teachers) — A comprehensive, in-depth manual developed by Chuck T. Williams, director for teacher quality initiatives, NEA. For a copy, contact Marilyn Schlief or Timothy Crawford in NEA Teaching and Learning, 202/822-7350.
• Beginning Teachers on the Web — Web site for new teachers includes hands-on tips, printable resources, and interactive features that range from a day-to-day diary of a beginning teacher to the ability to post messages about current issues in education.
• Creating a Teacher Mentoring Program — Foundation, the National Foundation for the Improvement of Teaching and Learning (NFIE), has developed a 16-page booklet for members that offers guidelines for designing effective new teacher mentoring programs. Get it on the Web at www.nfie.org or by calling (202) 822-7840.
• Stepping Forward: How NEA Members Are Revitalizing America's Public Schools — This 1999 report describes what NEA members are making to redesign public schools and features a state-by-state list of Association mentoring programs.
• New Unionism News — This quarterly spotlights NEA local affiliate efforts to improve public schools in communities across the country and covers recent efforts to support new teachers.
• NEA Professional Library — With nearly 20 books just for new teachers, as well as a wealth of books and videos that promote high quality teaching and learning, the NEA Professional Library has become the nation's most practical source for professional development. See titles, order books, and access free online material.
• Draft Model Legislation for New Teacher Mentoring Programs — This packet contains draft model legislation for states interested in legislatively establishing a state supported new teacher mentoring system. Contact Chuck T. Williams, director for NEA Teacher Quality Initiatives, at (202) 822-7703 or
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• Peer Assistance and Review — A background resource published jointly by NEA and the American Federation of Teachers. Contact Chuck T. Williams, director for NEA Teacher Quality Initiatives, at (202) 822-7703 or
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• Youth Culture & Brand Identity: Organizing in the 21st Century — Originally shown to participants at the NEA Membership Development Seminar 2000, this presentation offers solid information about why and how new teachers differ from their veteran colleagues.
• Peer Mentoring Training Materials — This publication, published by Training and Organization Development team, highlights information about the basics of mentoring and includes material on adult learning theory and reflective practice. Also contains an extensive peer mentoring training design. To request a copy, call Kelly Cedeno at (202) 822-7183.
• I Can Do It — This one-day training for new teachers was developed by the California Teachers Association. The training covers classroom management, communication styles, dealing with difficult behavior and more. For more information about the training, call (650) 697-1400 ext. 5322 (need to get this information from Sandra Jackson, CTA).
• The University of California, Santa Cruz New Teacher Center — This national resource center offers intensive support to districts across the country that are committed to building a high quality model of support and assessment for beginning teachers. For more information, go to the Web at www.newteachercenter.org or E-mail
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• Generation X Caucus — This new teacher group, sponsored by members of the Texas State Teachers Association, is a good source of support for your new teachers. To be added to an E-mail list, send your name, local association, home address and phone number to Jennifer K. Walker at
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Dues are $5.
• A Survey of Mentoring and Induction Programs in Each of the United States — This Web site details state-mandated new teacher induction programs. Includes brief descriptions and histories. Available at: www.teachermentors.com/MCenter%20Site/StateLinks.html.
• Three Phases of the Mentor-Mentee Relationship — This document details the three phases of the mentor-new teacher relationship and addresses the needs and concerns of both at each phase. On the Web at www.coled.mankato.msus.edu/dept/labdist/mentor/interpersonal/menteePhase.asp.
• Mentoring Program Standards — This in-depth document details various aspects of successful new teacher mentor programs. On the Web at www.mentors.net/OcassPapers/MStandards.html.
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