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Districts also often provide mentoring assignments without enough structured conversations or observation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What outcomes improve when mentoring programs are high quality?",{"text":68,"@type":64},"High-quality mentoring increases teacher retention and effectiveness. 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This is the right place to focus – it is clear that the lack of an effective support system for new teachers is contributing to the higher turnover rate for new teachers. The retention problem is most acute at schools serving large concentrations of students of color, where teacher turnover is significantly higher than average.1 One effective response is the creation of mentoring programs to support new teachers. While this response is a positive development, the quality and impact of these programs varies widely, with many programs operating as little more than a“buddy system.”  \nHigh-quality mentoring programs have been shown to increase teacher retention and effectiveness, and new teacher surveys rank mentoring as the most helpful type of support. New teachers working with a mentor score higher on measures of effective practice, and their students increase their achievement on reading and math assessments.2 As a result, states and districts should invest in high-quality mentoring for teacher improvement and retention, particularly in schools serving high-need students.  \nWhat makes for effective mentoring? The key elements of successful mentoring programs highlighted in the research include selecting  \nmentors with proven know-how and similar grade and subject area expertise, providing high-quality training and support for mentors to develop their knowledge and coaching skills, providing a longer time frame for mentoring, and setting aside time for observation and collaborative learning. Yet these elements of a more comprehensive approach have been difficult for districts to put into practice. For example, one survey of new teachers found that while three out of four were assigned a mentor, only about half of those reported having at least three conversations with their mentor, and fewer than half reported that their mentor observed their teaching. This lack of investment in time, resources, and training makes mentoring much less effective.  \nRecognizing the vital role mentors can play, Louisiana and Texas are two states that have elevated mentoring in recent years. These states have approved policies and funding to address areas that districts need help to support. These include the need to increase compensation, time, training, and support for mentors; to focus the role on instructional improvement; and to align the work of mentors to the needs and goals of their individual school and district. Additionally, Louisiana and Texas vetted and approved organizations to ensure highquality training and support for mentor teachers and administrators and, as part of those processes, the National Institute for Excellence in Teaching was named as an approved provider in both states.  \n1  \nWhy New Teacher Mentoring Falls Short, and How to Fix It  \nEducators 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 tobe more effective:  \nStrategies and Action Steps to Support New Teachers Strategy 1: Focus mentoring on instructional improvement.  \n• Establish a clear purpose for mentoring: improving teaching and learning  \n• Invest in mentoring through funding time, training, and the use of an evidencebased instructional rubric  \n• Create a clear job description, define compensation for mentors, and select the right people for the job  \nStrategy 2: Support mentors to be more effective by providing training, tools, and protocols for the role.  \n• Start by establishing trust and a growth mindset  \n• Ground mentoring in student outcomes and the needs of the mentee  \n• Use a cycle of coaching for continuous improvement","cbCaikAmit6q1TIa","https://ap.wps.com/l/cbCaikAmit6q1TIa","pdf",1488260,34,"English","# Executive Summary\n# What Makes for Effective Mentoring?\n# Strategies and Action Steps to Support New Teachers\n## Strategy 1: Focus mentoring on instructional improvement\n## Strategy 2: Support mentors with training, tools, and protocols\n## Strategy 3: Align the mentoring program with district and school systems and goals\n# Introduction\n## The Challenges and Potential of New Teacher Mentoring","[{\"question\":\"Why does new teacher mentoring often fall short?\",\"answer\":\"Many programs operate like a basic “buddy system,” with limited investment in time, resources, and mentor training. Districts also often provide mentoring assignments without enough structured conversations or observation.\"},{\"question\":\"What outcomes improve when mentoring programs are high quality?\",\"answer\":\"High-quality mentoring increases teacher retention and effectiveness. New teachers rate mentoring as highly helpful and score higher on measures of effective practice, while students show improved achievement on reading and math assessments.\"},{\"question\":\"What are the core elements of effective mentoring programs?\",\"answer\":\"Effective mentoring includes selecting well-prepared mentors with relevant subject expertise, providing strong training and support for mentors, using longer mentoring time frames, and dedicating time for observation and collaborative learning.\"}]","Why New Teacher Mentoring Falls Short, and How to Fix It | PDF",1792055420,86]