[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600247-105":59,"doc-detail-600247-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-importance-of-pairings-in-mentorship-programs","The Importance of Pairings in Mentorship Programs","","This study examined participant pairing preferences within a statewide new teacher mentor program, focusing on factors such as teaching content area, grade span, building location, and personality similarity or difference. With remote learning introduced during the COVID-19 pandemic, the research also evaluated meeting-type preferences and strategies for successful remote mentoring. Results showed significant positive and negative correlations tied to mentor location and meeting preferences. The program reported a 99% retention rate over two years.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-importance-of-pairings-in-mentorship-programs/600247/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-importance-of-pairings-in-mentorship-programs/600247.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors did participants use to judge effective mentorship pairings?","Question",{"text":112,"@type":113},"Participants self-identified the importance of whether mentors and new teachers matched by content area, grade span, building, and personality similarity or difference.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did remote learning during COVID-19 affect mentoring preferences and strategies?",{"text":117,"@type":113},"The study examined preferences for mentoring meeting types and successful remote mentoring strategies after the transition to remote learning during the COVID-19 pandemic.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes did the mentoring program show for new teacher retention?",{"text":121,"@type":113},"The program indicated a 99% retention rate for new teachers who participated in the two-year mentoring program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600247,1792925010,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | The Importance of Pairings in Mentorship Programs |\n| --- | --- |\n|  |  |\n\nCheryl Wold, Andria Moon, Anna Schwan, Alan Neville,& Janeen Outka, Northern State University  \nAbstract  \nThis study examined pairing preferences of participants in a statewide new teacher mentor program. Participants self-identified the importance offactors such as teaching the same or different content area, same or different grade span, same or different building, and having similar or different personalities. Since the study was impacted by the transition to remote learning during the COVID-19 pandemic, preferences for types of meetings for mentoring and successful remote mentoring strategies were studied as well. There was a significant positive correlation for mentors who were at a different location from their new teacher and the mentor’spreference for a combination of virtual and face-to-face meeting. There was a significant negative correlation for mentors who were at a different location from their new teacher and the mentor’s preference for face-to-face meetings. Findings also indicated a 99% retention rate for new teachers who participated in this two-year mentoring program.  \nKeywords: mentoring, new teachers, COVID-19 teacher impact  \nIntroduction  \nMentoring is an important component in many professions for the well-being, continuity, and success of the organization. In the field of education, where school budgets are usually stretched thin, retaining teachers is essential for not only providing cohesive instruction but also for reducing recruitment and training costs for new teachers. Providing mentoring is especially important in the teaching profession because new teachers may find themselves isolated in their classrooms with limited time to develop collegial relationships and model the best teaching practices of their peers. In fact, in many rural areas, teachers may find themselves in a school with no colleagues who are teaching similar grade levels or content.  \nGiven the recent global pandemic, retaining teachers has taken on an even greater sense of urgency. A significant factor negatively impacting schools today is the increasing attrition rate for new teachers. In a seminal study on teacher retention, Ingersoll (2003) found that 40-50% of teachers leave the profession within the first five years of employment. A recent study reported that in the United Kingdom, Europe, and the United States, 15-50% of newly hired teachers leave within the first five years (Whalen, Majocha, & Van Nuland, 2019). Lehman (2017) reported that in 1998, the average teacher had 15 years teaching experience, but by 2008, it dropped to one-year of experience. Gareis and Nussbaum-Beach (2007) described this obstacle by stating,“With nearly half of all new teachers leaving the classroom within 5 years, schools are faced with the challenge of  \nretaining early-career teachers while simultaneously providing them with the support they need to develop into effective professionals”(p. 227) .  \nA related factor affecting new teacher retention is the lack of overlap between new and experienced teachers. As experienced teachers leave the profession, some new teachers are left without colleagues who can serve as mentors. The relationship between new teachers and mentorsis mutually beneficial; Lehman (2017) noted that not only are new teachers seeking out positive reinforcement, but experienced teachers are seeking validation as well. One program that offers support for both new teachers and experienced teachers is a structured statewide mentoring program.  \nIn Alaska, Adams and Woods (2015) reported that the state mentoring program realized an increase in teacher retention from an average of 67% to an average of 77% over a six-year period among new teachers who participated in the mentoring program. Similarly, a 2019 Canadian study on mentoring programs concluded,“The evidence from this study through the data findings emphasizes the need to develop a process fo","cbCaihBTojFYlGSl","https://ap.wps.com/l/cbCaihBTojFYlGSl","pdf",262233,"English","# Abstract\n# Introduction\n## Teacher retention challenges\n## Pairing and mentor-mentee overlap\n## Mentoring program evidence and outcomes\n## Structuring effective mentoring programs","[{\"question\":\"What factors did participants use to judge effective mentorship pairings?\",\"answer\":\"Participants self-identified the importance of whether mentors and new teachers matched by content area, grade span, building, and personality similarity or difference.\"},{\"question\":\"How did remote learning during COVID-19 affect mentoring preferences and strategies?\",\"answer\":\"The study examined preferences for mentoring meeting types and successful remote mentoring strategies after the transition to remote learning during the COVID-19 pandemic.\"},{\"question\":\"What outcomes did the mentoring program show for new teacher retention?\",\"answer\":\"The program indicated a 99% retention rate for new teachers who participated in the two-year mentoring program.\"}]","The Importance of Pairings in Mentorship Programs | PDF",1792090317]