Mentoring program for first year teachers eases transition into the classroom
School administrators say the mentoring program sets Abington graduates apart from other teaching candidates.
Retired teachers offer new Abington graduates a sounding board and reassurance as they begin their careers.
Research out of Penn State’s Center for Evaluation and Education Policy Analysis found that the highest attrition rates among teachers in the Philadelphia region were for those with the least amount of experience. Retaining early career teachers is an important strategy in improving teacher effectiveness and ultimately student outcomes, so two Penn State Abingtonfaculty created the Teacher Education Mentoring Program (TEMP) to support new alumni as they launch their careers in the classroom.
“This program is important because it sets our graduating teachers apart from the competition because they come with a Penn State-supported mentor," said Teri Dodaro, an assistant teaching professor and field service coordinator in the Elementary and Early Childhood Education program (EECE) at Abington. "The research is really clear on attrition rate for first-year teachers with no support. Programs like ours are necessary to keep teachers in the classrooms."
Dodaro and Boni Wozolek, an associate professor in EECE, pair new Abington graduates with retired educators whose experience mirrors the demographics of the school where the new teacher is assigned. Alumni working in schools and districts with majority minority populations are prioritized for matches.
The approach is structured to ensure that the most challenging topics for first-year teachers, such as parent-teacher conferences and principal observations, are addressed. They meet twice each month on Zoom during the first half of the academic year, and then reduce it to once a month after Jan. 1.
Mentors provide resources and advice in exchange for a modest stipend, which the new teachers must use to set up their classrooms, an often-unexpected cost that is borne by teachers.
The program has been so successful in its first two years that administrators at several schools have agreed to include Abington students in at least the first round of interviews for open positions with the hope that the students will be selected to receive support from TEMP.
Shannon Matthews, an early career teacher and Abington alumna, said her mentor's concern for her well-being and knowledge of teaching has been invaluable.
"I have gotten so many more tips and tools on how to be an effective educator. It has been so comforting to know that I have strong support system, someone who goes above and beyond to help me. It is so important for first year teachers to have this support since they will also have so many new responsibilities that can be overwhelming," she said.
Denise Fischer mentored more than two dozen student teachers and early career teachers before she retired a few years ago. She is passionate about supporting them through TEMP, she said.
“I’ll never forget my first open house night as a teacher. My knees nearly buckled. Similarly, my mentee was concerned about her first observation by the principal. We spent a lot of time reviewing her plans and making contingencies. She was prepared, and our mentorship really clicked that day,” she said.
“I think she felt she could say things to me and not be judged. I’m not in that building. I’m there just for her. We have a connection, and we don’t have to worry about the political things that may go on within the school,” she continued.
Fischer praised Dodaro for motiving and encouraging the mentors.
“I never felt like she was asking for too much. She considered us to be a key to helping, and she gave us amazing amounts of reading material to update us on what teaching is like after the pandemic. Teri was always there to answer questions,” said Fischer.
The idea for TEMP sprouted from the experience of one of Dodaro’s “star students” when she taught at another university
“This young woman received the student teaching award as an undergraduate, but she resigned by December of her first year in the classroom. Her mentor in the school district was assigned to nine other teachers and often wasn’t available. My student had questions and concerns about policy and other issues, but she drowned and she quit,” she said.
Upset, Dodaro went to Wozolek, and they decided that they needed to develop a plan to mentor first-year Abington graduates who are teaching in urban centers.
“We are in a national crisis, and we need to begin to rewrite what education looks like right here at Abington. We train students well and provide a mentor for the first year,” Dodaro said. “It’s hard no matter where you go, but our mission within our education program is to support our urban centers, which are the least funded schools in the area.”
