Districts nationwide must balance budget and staffing constraints with the desire to offer enduring new teacher mentorship programs, regardless of their prior teaching experience. Offering robust induction programs that incorporate a range of services including mentorship can improve teacher retention rates. Through participation in induction programs at profiled districts, new teachers receive several years of targeted professional development.
The report focuses on how to structure new teacher mentorship programs, how to select and train mentors, and how to manage mentors.
Program design
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1:1 meetings
All profiled districts require mentors to meet with their mentees individually. Profiled districts vary in the extent to which administrators mandate the frequency and scope of these meetings.
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Classroom observations
At District A and District D, mentors observe mentees’ teaching to provide feedback. Experts recommend that mentorship programs incorporate classroom observations.
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Written reflections
At District A, mentees write quarterly reflections and discuss them with their mentors. Initially, mentees write open-ended reflections. Later in the year, they reflect on their professional goals.
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Mentor-led group professional development
At District A, District C, and District F, mentors or designated mentor leaders organize professional development opportunities for groups of mentees.
Program administration
Select a staffing model based on district size, program components, and budget availability. When selecting mentors, identify teachers with demonstrated commitment and a strong educational philosophy. Then, consider logistics, grade level, and content area when pairing mentors and new general educators.
Program assessment
Consider using surveys to identify mentorship programs’ strengths and areas for improvement. Administrators review these survey responses to understand areas of improvement for subsequent years.
Sample mentorship program survey questions
- Was this relationship helpful?
- What did you gain from this relationship?
- Which provided resources were helpful?
- What would you improve about the program?
- Did you have the opportunity to connect frequently enough with your mentor/mentee?
- How often did you:
- Discuss individual students?
- Look at student work?
- Observe each other?
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