| High teacher attrition is a disturbing problem that contributes to low student achievement and loss of human and fiscal resources in our schools. Up to fifty percent of new teachers will leave the profession within their first six years. Because research suggests that one cause of attrition is a lack of support for novice teachers, New Mexico is currently supporting the development of mentoring as a component of the induction process for beginning teachers.; In 2002, two school districts and two Bureau of Indian Affairs agency schools in the southwest began collaborating on the implementation of a Transition to Teaching federal grant initiative focused on supporting and mentoring novice teachers. The purpose of this study is to describe the experiences, perceptions, and attitudes of beginning teachers (proteges) and their mentors as they participated in this mentoring program. Twenty-five mentors and proteges participated in four focus groups to provide data for studying this program. Three protege/mentor pairs at the elementary level were studied in-depth through observations, interviews, and a final exit survey. Extensive field data was collected through mentor and protege peer group online and face-to-face meetings. Additional data was collected from the mentor and T2T Program Advisory Meetings, Annual Performance Reports, grant documents and Alternative licensure training programs.; Results indicated that mentoring was a rewarding experience for both the mentor and the protege. Mentors described their success as "invigorating." The mentoring relationship, revealed critical elements that served to support the entry year teachers which included having: (1) a collaborative supportive relationship with the mentor, (2) a practical ongoing professional development program guided by identified needs, (3) time to observe their mentor and other master teachers, (4) time for reflection and debriefing, (5) a supportive principal and others in the building, and (6) support from the T2T Program, universities and district officials.; Recommendations for mentor programs that resulted from the study included providing novice teachers with a trained mentor, utilizing Cognitive Coaching strategies, and allocating time for observations and professional development activities. Further studies might examine administrator support for mentoring and the efficacy of alternative licensure programs. |
