Mentor/Buddy Program for Teachers 1 Running head: MENTOR/BUDDY PROGRAM FOR TEACHERS

Mentor/Buddy Program for Teachers Cynthia Patton Kaplan University

Mentor/Buddy Program for Teachers title not needed here as it is on your cover page The educational field has not had many structured programs for new or experience teachers who are new to a school district to assist them in their first year. Teachers who are in their first year or new to a school district can easily get overwhelmed and even stressed out without the proper guidance from another teacher or administrator from his/her school. The problem is during a teachers first year of teaching in a new school environment, many teachers might be provided with little guidance they need to make a smooth transition into their new school. A mentor/buddy program allows beginning and experience teachers an opportunity to make a smooth transition into teaching by relying on the experience of veteran teachers to provide a clinical and real world training process (Division of Teachers Education and Licensure, 2000). Purpose The purpose of this study is to conduct research on how teachers feel about implementing a teacher mentor/buddy program which is geared towards helping beginning and experience teachers new to a school district. Research questions There are several questions that need to be answered during this research which are: 1. How do teachers who are new to a school district cope with learning a new system with little guidance? 2. What are teachers feelings about a mentor/buddy program? 3. How will a mentor/buddy program be beneficial to teachers who mentor? 4. Will school administrators support a mentor/buddy program?

Literature Review

Prior to 1983 little research had been done in the area of implementing a teacher/buddy program. As states around the country have begun to reform their standards for teachers, mentoring has become an integral part of this reform. Most of the studies indicated that a teacher mentor/buddy program is a valuable program particularly if the teacher/buddy match was good. Hale, (1992) states the benefits of such a program included the importance of a specific individual to provide support and information which reduced feelings of isolation and eased anxiety (p.8). Review on the implementation Implementation of a Teacher Mentor/Buddy programProgram 2nd level heading The implementation of mentor programs present a problem in that teachers are trained to work in isolation and as a mentor they are required to work with another teacher sharing their expertise in a manner they were never trained to do when in studying to become a teacher. Mentoring presents a challenge for teachers who accept the challenge. A classroom teacher becoming a mentor takes on an administrative role in an organization where the precedents have been set for this position (Little, 1990). Without a clear process for the selection of mentors the position has become more of a political problem than a technical problem. A teacher has to have more than classroom expertise to be considered for the position of a mentor. Many teachers that work within their classroom do not possess the skills and the ability to work with their peers that would make them quality mentors (Little, 1990). Formal mentor training has become a more common component of mentor programs, in an effort to take the selection of mentors out of the political area (Little, 1990). Formal training of mentors is more likely to be required when the implementation is closely lined to state mandates and the licensing of teachers. Mentor training is also part of the mentor requirement when mentoring is part of a school districts improvement plan. Time is a key ingredient to what is

consider a success mentor but this can present other problems. In districts where mentors are allowed release time to consult with their mentee it is time lost from their classroom (Little, 1990). Release time intended as a support for the program may turn out to be a burden for a mentor. To fulfill their obligations of the mentoring, mentors risk compromising some of their values, institutional goals and adding stress on themselves. When planning a mentoring program, the school district needs to have a clear understanding of what they see happening in the future to prepare the teachers to fit their vision of the future (Gless & Moir, 2001). In order to make a program a success there must be a strong commitment from the school district. Gless and Moir (2001) believe that quality mentoring requires careful selection, training, and on-going support. Mentors must be carefully selected. Not every outstanding classroom teacher is a talented mentor. The skills required of a quality mentor are not always the same as the skills needed to be a quality teacher. A criteria set by the district is needed for the selection of mentors, so teachers are aware of what will be expected before they sign on as a mentor. The standards set by the state should be used a guide when planning to implement a teacher mentor/buddy program. The mentor program needs to be well balanced. A time set aside for collaboration with other teachers is an important part of a successful mentoring program (Gless & Moir, 2001). This collaboration will help the teachers realize that their not in this along as others are facing some of the same problems. Review on Teachers as Mentors 2nd level heading Smith and West-Burnham (1993) concluded that because mentoring is such a personal interaction between the people involved, it is difficult to impose rigid standards on what must and must not be done to meet the need of a new and experience teacher that is new to a district. By embracing mentoring as the essence and the substance of teaching, rather than as an additional

activity it can be a means of self-actualization for the mentor. The profession of mentoring deserves to be held in esteem, to be recorded the respect and the conditions that will empower mentor and mentee and to be regards as part of a professional vision of teaching (Smith & West Burnham, 1993). Hale, (1992) study showed that over 90% of mentors/buddies felt that the experience gave them the opportunity to talk with another teacher about a childs development and learning. They also stated that it also helped them acquire new ideas and approaches to teaching from their mentee. The mentors responsibility is leading the mentee to some kind of competency in teaching (Berliner, 1986). The general result of the mentor is to improve what happens in the classroom and school, and to better the quality of educational practices. In this way mentoring can be a means of guiding improvement and change in education by constructing knowledge about the curriculum, teaching and learning. Other personal attributes call on the mentor to develop confidence in the mentee to teach and to foster a positive attitude for teaching. Some of the research showed that mentors appear comfortable in talking to their mentees about teaching. Wildman, Magliaro, Niles, R. and Niles, J. (1992) set out to analyze the specific roles, activities and conditions that are experienced in a mentoring program. This research centered on mentoring in a school setting for new teachers by experienced mentors as a technique to encourage them to remain in the profession beyond the first year. What did they find out? Relationship between a Mentor and a Mentee For a mentor-mentee relationship to be most effective, the beginning teacher and the mentor must get along both personally and professionally. Jonson (1997) found, the success of a relationship is generally based on two factors: 1) whether the mentee respects the mentor as a person and 2) whether the mentee admires the mentors knowledge, experience, and style (p.9). If

the beginning teacher is assigned to a mentor who is critical, excessively task oriented, uncaring, and unpredictable, that new teacher will be concerned primarily with gaining the favor of the mentor and avoiding criticism. If, on the other hand , the mentor has developed a trusting relationship with the beginning teacher, one in which the mentor has proven to be safe, predictable, and supportive, the mentor is more likely to take risk, to try new ideas, and to develop new skills with the mentors aid (Jonson, 1997). Other elements consider to be important for a successful mentor-mentee relationship were having an outgoing personality, being cheerful and helpful, being willing to let mentees try their own solutions, and the mentee know that any communications would be kept confidential. Much of the research concludes that the mentoring relationship is a personal and professional relationship, which generally develops over an extended period of time and involves a variety of different roles for the mentor including an advisor, a trusted friend, an advocate/sponsor, a teacher/tutor and a critic. The mentor needs to prepare the trainee for critiques in future such as that occur in manuscript and grant submission. The dynamics of this long-term relationship is complex and requires mutual trust, compassion, and intense commitment and effort. These values will challenged with successes and setbacks faced during the course of the relationship. The mentor should guide/train the mentee to become an independent, distinct investigator, not a clone of the mentor (Margulies, 2003). Although the nature of the relationship is key to success of the mentoring program, at times it can be difficult for a mentor to create a trust in the beginning, but it is important to do so even when time to socialize is limited. Some suggestions for building a relationship with a beginning teacher early in the year include eating lunch together, taking a trip to the teacher supply store,

sharing family pictures, or bring the beginning teacher a cup of coffee in the morning or a soda after school. Administrative supportSupport 2nd level heading School administrators must have knowledge of a beginning teacher needs and develop an understanding of the role of administrators in supporting each component of the mentor/buddy program (Division of Teachers Education and Licensure, 2008). Tye and OBrien (2002) reported that respondents in their survey identified the lack of administrative support as the reason ranked fifth by those teachers who had left the profession and by those who were still teaching and just considering leaving the profession. Colgan (2004) found that school based support is more likely to make teachers decide to stick around in their schools and in the profession. Effective principals are the key to success in our schools and to increasing teacher retention. There are several role administrators can take on. The roles and expectations of an administrator in the mentoring program need to be clearly defined. Colgan (2004) has identified specific ways a principal can support the mentoring of new teachers. Administrative support can influence the beginning teachers own commitment to the process of professional reflection, assessment, ongoing learning, and collaboration. The principals role in a teachers career is an overwhelming responsibility. It is critical that administrators understand the value of the mentoring program. Research supports that there has been a growth for the implementation of a mentor/buddy program in recent years. The findings within this literature review indicated that a mentor/buddy program for teachers is a valuable program particularly if the teacher/buddy match was good. Even though little research has been conducted prior to 1983, most of the researches agree that the quality of a mentoring program could be a key factor in the success or failure of a teacher in their first year at a new school. It is critical when implementing a mentor/buddy program that the

administration team must select their mentors carefully. By promoting observation and conversation about teaching, mentoring can help teachers develop tools for continuous improvement. Methods The overall goal is to have a useful structured program for new or experience teachers who are new to a school district to assist them in their first year. Although there is much interaction with younger students at the elementary and secondary levels, the work of teachers is largely done in isolation. In recent years there has been a growth for the implementation of a mentor/buddy program for teachers. A qualitative study will be conducted at Abita Springs Elementary in St. Tammany School District located in the heart of Abita Springs at 22410 Level Street, Abita Springs, Louisiana. Abita Springs Elementary is a diverse school ranging in grades Pre-K to third. At Abita Springs Elementary there are five Pre-K classes, eight Kindergarten, First, Second, and Third grade classes. There are 800 students that attend the school. Setting There will be approximately 20-25 teachers from Abita Springs Elementary, who will be participating in this study. A signed consent form will be needed from the teacher before they can participate in this study (see appendix A for consent form). The consent forms will be kept by the interviewer for research purposes only. Research records will be kept in a locked file, only the researchers will have access to the records. For any sort of report the researcher makes public, the researcher will not include any information that will make it possible to identify any teacher. The teachers will participate in the study during their planning period. The researcher will not place any

pressure on the teachers to respond to any of the interview questions included in this study, nor will participation affect teachers employment with their school district. Survey An online survey through polldaddy.com will be taken by each teacher at that time in their classroom. Briefly describe the survey. A sample of my survey is attached in appendix B. Interview questions Briefly introduce the purpose of the interview. 1. What will your role be in the mentor/buddy program? o Mentor o Mentee o Other 2. What are your feelings about a mentor/buddy program? 3. How do you feel the success of the mentor/buddy program will benefit the school? Why? 4. How will a mentor/buddy program be beneficial to the teachers who mentor? Data Analysis The methods of data collection that will be used in this study are field notes, interviewing, taping, and collecting artifacts. The information collected will be used to form a descriptive analysis and will provide personal quotes and descriptive evidence in support of the polldaddy survey. The researcher expects to discover findings in line with that of previous research. The data from the surveys taken will be transmitted into a bar graph as well as overall percentages. The data will be put into categories and subcategories. After the data has been categorized it will be analyzed to see the differences and similarities between the categories. The data from the surveys will also be analyzed for common trends like how teachers really feel about a mentor/buddy

program. Finally the researcher will look at the data to see how it relates to the research questions to do what??. Timeline This study will begin during my Action Research II course and will last several weeks. The first week is very critical due to the time it may take to obtain approval from the principal and get consent from the teachers who will be participating. Below is a timeline on how the procedures will be followed:

January 2009
Sunday Monday Tuesday Wednesda Thursday 1 2 Friday 3 Saturday

10

11

12

13

14

15

16

17

Submit IRB form

18 19 20 21 22 23 24

25

26

27

28

29

30

31

Get principal approval to

Approval continued if necessary

Teachers volunteer to participat

Teachers volunteer /conduct interview

Teachers volunteer /conduct interview

February 2009
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

2
e-mail consent

3
Teachers take online

4
Teachers take online

5
Teachers take online

6
Send out a final

7 14 21
28

15

Finish Rough
22

9 Collect data 16 23

Make correction

10 Collect data 17 24

11 18 25

12
Begin Rough Draft of Data

13 20 27

Data Analysis

19 26

Write out Limitations

Write Rough Draft of Conclusion

March 2009
Sunday 1 2 Monday 3 Tuesday Wednesda 4 Thursday 5 Friday 6 7 Saturday

Conclusi on Due
8 9 10 11 12 13
Make Final Corrections to the conclusion

14

15

Have someone proofread

22

16

17

18

Final Action Research

25

19

20

21

23

24

26

27

28

29

30

31

Appendix A

Mentor/Buddy Program for Teachers Consent Form You are being asked to take part in a research study of how teachers feel about the implementation of a mentor/buddy program. I am asking you to take part because you signed up at Abita Springs Elementary for this study. Please read the form carefully and ask any questions you may have before agreeing to take part in the study. What the study is about: The purpose of this study is to conduct research on how teachers feel about implementing a teacher mentor/buddy program which is geared towards helping beginning and experience teachers new to a school district. What I will ask you to do: If you agree to be in the study, I will conduct an interview with you. The interview will include questions about your as a mentor or mentee, your feelings about the mentor/buddy program, your feelings on how the success of the mentor/buddy program will benefit the school and how will a mentor/buddy program be beneficial to the teachers who mentor. The interview will take about 20 minutes to complete. With your permission, I would also like to tape-record the interview. Risk and benefits: I do not anticipate any risks to you participating in this study other than those encountered in dayto-day life. A benefit to participating in the study will be to reduce the stress level and make a smooth transition into a new school district for a beginning or experience teacher. Compensation: There is no compensation for participating in the study. Your answers will be confidential. The records of this study will be kept private. In any sort of report I make public I will not include any information that will make it possible to identify you. Research records will be kept in a locked file: only the researchers will have access to the records. If I tape record the interview, I will destroy the tape after it has been transcribed, which I anticipate will be within two to three months of its taping. Taking a part is voluntary: Taking part in the study is completely voluntary. You may skip any questions that you do not want to answer. If you decide to take part, you are free to withdraw at any time. If you have questions: The researcher conducting this study is Cynthia Patton. Please ask any questions you have now. If you have questions later, you can contact Cynthia Patton at freckles19@bellsouth.net or at (985) 201-3754. If you have any questions or concerns regarding your rights as a subject in this study, you can contact the Institutional Review Board (IRB) at (312) 777-6406. You will be given a copy of this form to keep for your records.

Statement of Consent: I have read the above information, and have received answers to any questions I asked. I consent to take part in the study. Your Signature ____________________________ Date ________________________ Your Name (printed) _____________________________________________ In addition to agreeing to participate, I also consent to have the interview tape recorded. Your Signature __________________________ Date ________________________ Signature of person obtaining consent ___________________________ Date _______________ Printed name of person obtaining consent ________________________ This consent form will kept by the researcher for at least three years beyond the end of the study and approved by the IRB on [date].

Appendix B

Survey
Q.1 How many years of teaching experience do you have?

This is my first year 2-3 years 4-6 years 7 or more years

Q.2 How would you rate your knowledge of a mentor/buddy program?

Excellent Very Good Moderate Poor No Knowledge

Q.3 Have you ever participated in a mentor/buddy program?

I have participated in a mentor/buddy program I have participated in two or more mentor/buddy programs I have not participated in a mentor/buddy program

Q.4 My general attitude towards mentoring is:

Very positive Positive Negative Very Negative

Q.5 How do you feel about implementing a mentor/buddy program?

Q.6 How structured do you mentor/buddy to be?

Continue

no structure some structure very structured

Q.7 To what degree do you feel a mentor can be a highly effective teacher?

Strongly agree Agree Neutral Disagree Strongly disagree

Q.8 How much time do you feel will be spent with your mentor/mentee?

no time little time a lot of time

Q.9 How well do you feel a mentor/buddy program will benefit your school?

not at all somewhat very well perfect

Q.10 How do you view other teachers interests about a mentoring/buddy program?

other teachers like it


Continue

other teachers dislike it neutral

References Abita Springs Elementary. Retrieved on January 8, 2009 from http://abitaspringselementary.stps b.org/about.html Berliner, D., C. (1986). In pursuit of the expert pedagogogue. Educational Researcher, 15 (7), 5-13. Colgan, C. (2004). Is there a teacher retention crisis? American School Board Journal, August

2004, 22-25. Divison of Teachers educational Licensure. Guidelines for mentor teacher programs for beginning and experience teachers. Retrieved on December 10, 2008 from http: //www.doe.Virginia.gov/VDOE/newdoe/legislatPDF Gless, J. & Moir, E. (2001). Quality induction: an investment in teachers. Teacher Education Quarterly, 28 (1), 109-114. Hale, M. (1992). Perceptions of participants in the orientation buddy program in area 10. Retrieved on December 10, 2008 from http://eric.ed.gov/EDDOCS/data/ericdocs2sq/ content_ storage_01/0000019b/80/13a7/b5.pdf Ingersoi R., Kralik J., M. (2004). Teacher Retention: What the research says. Retrieved on December 10, 2008 from http://repository.upenn.edu/cgl/viewcontent.cgi?article=1127% content=gse_pubs Jonson, K. (1997). Being an effective mentor. How to help beginning teachers succeed. , p.9. Little J. W. (1990) The mentor phenomenon of teaching. In C.B. Cazden (Ed), Review of Research in Education, (Vol.16) 297-351. Washington, DC: American Educational Research Association Magilaro, S.G., Niles, J.A., Niles, S.G. & Wildman, T.M. (1992). Teachers mentoring: an analysis of roles, activities, and conditions. Journal of Teacher Education, 43 (3), 205213. Margulies, K. (2003). Choosing the right research mentor: Mentor/trainee responsibilities. Retrieved on December 10, 2008 from http:/www.temple.edu/ovpr/ocr/docs/Choosing% 20Right%20Research%20Mentor.doc Smith, P. and West-Burnham, J (eds) (1993) Mentoring in the effective school, Harlow:

Longman Tye, Bob, & OBrien, L. (2002, September). Why are experienced teachers leaving the Profession? Phi Delta Kappan, 84 (1). Weather J. (2008). Tangiphoa first-New teacher induction and mentoring program. Retrieved On December 10, 2008 from http://www.tangischool.org/tangfirst/allianceforExcellent Education.htm