Mentoring program for new teachers!

A sad statistic in education circles today, (source ABC) is that up to 40-50% of teachers leave the profession in the first five years of employment.  Based on conversations in many staffrooms and extensive research, there appears to be five main reasons for the alarming teacher attrition rates. According to EduResearch Matters, the reason is feelings of disillusionment around such things as;

·       isolation, 

·       increasing administrative demands, 

·       lack of on-going learning and support,  

·       insufficient recognition of their work,  

·       inadequate training and preparation for the rigors of the classroom and dealing with classroom management issues. 

Add to this the lack for financial reward in the long run there is need for action to address these factors in a structured, professional, and focused program that is sustainable and effective and most importantly successful.  

While waiting for the Regis project to commence, I was inspired this year to introduce a mentoring program by 2 of my children who are teachers and my own experience as a teacher and Principal.

The key objective of the mentorship is firstly, not to add any extra work or pressure to an already challenging load but to work with new teachers in trying various teaching techniques and strategies that match their personality and strengths though conversation, observation combined with pupil feedback. The key to the process is to try and match personal strengths with techniques that will bring the best possible outcome in their teaching strategies and greater satisfaction in their chosen profession. The goal of the program is to also build their repertoire /armoury of teaching techniques and for the students to experience different and more effective learning experiences.

Significant for success in this program is that I am singly focused on their success, I do not have a teaching load and thus no preparation or marking and have no other responsibilities other than to focus all my attention on the teachers in the program. I can also liaise on their behalf with their HODs, Head of Pastoral Care or HR as a consultant and not an employee of their school and speak in confidence for them about key and at times sensitive issues.

Based on John Hattie’s development around Teaching Efficacy and Anne Masten’s  2010 Ordinary Magic: lessons from research on resilience in human development, the program commenced with a day away from the campus to reflect on teaching as a vocation.  They then shared conversations regarding what personality attributes drew them to the teaching profession followed by an online personality test as an audit of strengths and personality traits that could strengthen vital teaching skills. This was followed by a goal setting exercise selecting two tasks that will enhance their teaching that will be undertaken over two terms and that are measurable, powerful, easy, emotionally compelling, and reachable. 

As mentor I spend approximately 2 days per week in the school, observing lessons, meeting with teachers for a debrief, only when required and meeting with other people of influence as required. On the days I am at the school I also cover for absent teachers making the program affordable and relieving another teaching stress point in the schools. 

Lesson reviews by mentors need to be done in a manner that they are more akin to a coaching session. They need to identify goals that will have a positive impact on student behaviour and learning. Mentor will need to show empathy as well as be able to provide teaching practices that are tried and tested and that are measurable. They need to encourage new teachers to be reflective about their journey and importantly, mentors should be aware of Australian Teaching Standards framework.

The mentoring program has the potential to resolve several issues that sees so many new teachers leave the profession in their early years. Firstly, to overcome the sense of isolation, teachers have an experienced person to share their good and bad days without judgement. Secondly, representing their concerns regarding classroom allocation and other administrative demands that are unnecessary burdens to school administrators gives them a voice that they otherwise would not consider as a new teacher. Most importantly additional direction, critical advice, and support in the demands of managing the classroom environment.  Finally pastoral encouragement for their overall work achievements and challenges.

Further, to slow down or at least decrease the experience and wealth of knowledge of teachers retiring from the profession over the next 5 years, being a mentor, without class preparation, marking and administrative duties and flexible working days and classes can be most rewarding and a positive way to finish a stella career. Being a mentor and advisor to new teachers can also be financially beneficial while also being a rewarding and beneficial to our profession.

Every day and every lesson I mentor teachers I am wiser and a better educator for the experiences.  Observing how students learn and engage, watching new generation teachers combining best practice with their own educational experiences to engage learners is both uplifting as well as energising.