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Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program. Study Brief. REL 2021-100

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Bibliographic Details
Title: Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program. Study Brief. REL 2021-100
Language: English
Authors: Caven, M., Durodoye, R., Zhang, X., Bock, G., National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Regional Educational Laboratory Northeast & Islands (ED/IES), Education Development Center, Inc. (EDC)
Source: Regional Educational Laboratory Northeast & Islands. 2021.
Availability: Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
Peer Reviewed: Y
Page Count: 5
Publication Date: 2021
Contract Number: EDIES17C0008
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Mentors, Teacher Persistence, Beginning Teachers, Teacher Characteristics, Urban Schools, Program Evaluation, Minority Group Teachers, Interpersonal Relationship, Classroom Techniques, Time Factors (Learning), Racial Differences, Gender Differences, Faculty Development, Elementary Secondary Education
Abstract: A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. The study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher-mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The study found that over 40 percent of new teachers spent at least 10 hours a month meeting with their mentor but that more than 25 percent spent less than half that much time in mentoring meetings. There were also large differences by race/ethnicity in the proportions of new teachers who reported spending time on specific topics: White new teachers were almost twice as likely as Black new teachers to report spending substantial time on classroom management. New teacher retention was related to the amount of time new teachers spent meeting with their mentor, to whether new teachers reported spending substantial time with their mentor addressing classroom management, and to the racial/ethnic alignment of new teacher-mentor pairs. This study brief of the full study presents: (1) Why this study?; (2) What was studied and how?; (3) Findings; and (4) Implications. [For the full report, see ED614819. For the Study Snapshot, see ED614821. For the appendixes, see ED614822.]
Abstractor: ERIC
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4653
Entry Date: 2021
Accession Number: ED614820
Database: ERIC
Description
Abstract:A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. The study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher-mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The study found that over 40 percent of new teachers spent at least 10 hours a month meeting with their mentor but that more than 25 percent spent less than half that much time in mentoring meetings. There were also large differences by race/ethnicity in the proportions of new teachers who reported spending time on specific topics: White new teachers were almost twice as likely as Black new teachers to report spending substantial time on classroom management. New teacher retention was related to the amount of time new teachers spent meeting with their mentor, to whether new teachers reported spending substantial time with their mentor addressing classroom management, and to the racial/ethnic alignment of new teacher-mentor pairs. This study brief of the full study presents: (1) Why this study?; (2) What was studied and how?; (3) Findings; and (4) Implications. [For the full report, see ED614819. For the Study Snapshot, see ED614821. For the appendixes, see ED614822.]