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2019-2020 Mentoring and Induction Report

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2019-2020 Mentoring and Induction Report Mentoring and Induction Program Evaluative Report 2019-2020 National Center for Urban Education College of Education – Illinois State University 773.522.1780 ncue.illinoisstate.edu TABLE OF CONTENTS Program Description ............................................................................................................................ 3 Methodology ......................................................................................................................................... 3 MENTEE PARTICIPANTS ..................................................................................................................... 4 Mentorship Effectiveness ................................................................................................................. 10 Mentorship Categories ..................................................................................................................... 11 Mentee Open-Ended Responses ..................................................................................................... 12 MENTOR PARTICIPANTS .................................................................................................................. 15 Mentor Motivations ........................................................................................................................... 20 Program Impact ................................................................................................................................ 20 Mentorship Categories ..................................................................................................................... 21 Mentor Open-Ended Responses ...................................................................................................... 22 2 Program Description In 2019-2020, Illinois State University's National Center for Urban Education™ (NCUE) worked to support alumni who have recently begun teaching in Chicago Public Schools (CPS) and Peoria Public Schools (PPS) with induction and mentoring programs. These programs are designed to assist beginning teachers develop in their careers. NCUE recruits veteran in-building teachers to pair with recent ISU graduates. These experienced teachers support the novice teacher as they develop their skills as an educator. In addition to the mentoring services, NCUE offers professional development, mentor training, and NCUE and ISU campus resources for eligible participants. The professional development sessions are designed primarily to support and improve teaching and improve student achievement. Mentors are also provided training on how to facilitate and improve the mentoring relationship. Methodology A program evaluation survey was developed by project personnel and distributed to all mentoring participants (both mentees and mentors). A total of 49 respondents provided feedback; 23 mentees, and 26 mentors. Of the 49 respondents, 41 were in CPS and 8 in PPS. 3 MENTEE PARTICIPANTS n = 23 (19 from Chicago, 4 from Peoria) Student Teaching 19 - CPS (82%) 4 - PPS (18%) District 13 - Traditional (72%) Student Teaching 4 - PDS (22%) Program 1 - Unreported (6%) (Only CPS participants were asked this question) • Beard Elementary School (3) • Blair Early Childhood (1) • Carl Schurz High School (1) • Chavez Elementary School (1) • Curie Metro High School (1) • Farragut Career Academy (1) • Grover Cleveland Elementary (1) • Hamline Elementary (1) • Harrison Community Learning Center (1) School Principally • Joseph Jungman Elementary School (1) Placed at • Keifer Academy (2) • Mather High School (1) • Peoria High School (1) • Peter Cooper Dual Language Academy (1) • Simeon Career Academy (1) • Southside Occupational Academy (1) • Telpochcalli School (1) • UCAN Academy (1) • Volta Elementary School (1) ISU Graduation Year 1 - 2015 4 - 2017 12 - 2018 6 - 2019 Average Years 1.57 years Teaching in CPS/PPS 17 - Student teaching/PDS 8 - STEP-UP NCUE Participation as 10 - Redesigned urban course/clinical visit to CPS a Student 1 - UNITE 2 - Other 4 4 - ESL 3 - Bilingual 2 - LBS1 2 - Special Education 1 - Early Childhood What endorsement(s) 1 - ELA do you have? 1 - H.S. Physics 1 - Language Arts 1 - Middle School English 1 - Middle School Science 1 - Social Science 1 - Urban Education Teaching in 19 - No (83%) Subject/Areas where 4 - Yes (17%) not Endorsed 2 - Magnet 12 - Neighborhood 1 - Program 1 - Public High School 1 - School of choice School Classification 1 - Selective Enrollment 1 - Semi-selective enrollment 1 - Separate Day School 2 - Specialty school 1 - Therapeutic day program 20 - Students from predominately low-income families School Composition 3 - Students from a mixture of low income and middle-class families 0 - Students from predominately middle- and upper-class families Average Classroom 16 Students Size Contact with other 20 - Yes (87%) ISU Graduates in the 3 - No (13%) same area Contact with former 19 - Yes (83%) ISU Professors 4 - No (17%) Participation in any 6 - Yes (26%) Mentoring Programs 17 - No (74%) 2 - Golden Apple (33%) Previous Mentoring 1 – ISU Special Education (17%) Experience 1 – A school-based mentorship program (17%) 2 – Did not respond (33%) 5 Previous Program’s Effectiveness (1 to 10) 1 = Not Effective at all M = 7.2 10 = Extremely Effective • To have PD opportunities. • The content did not relate to me. • It has teachers from various years mentor young teachers, and it was inspirational Effective or and honest, but it didn’t ever discuss the inequality of the education system, didn’t Ineffective Aspects of include community organizations, didn’t involve the communities they were the Previous Program discussing. • They paired me with a veteran teacher, who knew more about the school than I did. She was able to share knowledge with me and answer most of my questions. completely unfamiliar moderately unfamiliar neutral familiar extremely familiar Familiarity with Current Mentor before 2 6 6 5 4 Program Began 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 month or less 2 to 4 months 5 to 7 months 8 to 10 months A year or more Duration of Mentoring Relationship 1 3 9 10 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% daily several times a week once a week few times a month once a month never Frequency Meeting with Mentor 4 12 1 4 1 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Have you had the opportunity to be 13 - Yes (57%) observed by your 10 - No (43%) current mentor, this year? daily several times a week once a week few times a month once a month never Frequency of Mentor Observing Mentee 1 1 2 9 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Have you had the opportunity to observe the teaching 17 - Yes (74%) of your mentor or 6 - No (26%) another teacher, this year? 6 daily several times a week once a week few times a month once a month never Frequency of Mentee Observing the Teaching of their 1 3 13 Mentor or Another Teacher, this year 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Mentor Teaching the 19 - Yes (83%) same (or similar) 4 - No (17%) Grade Level Mentor Teaching the 17 - Yes (74%) same Academic 6 - No (26%) Subject(s) Formal Written… Formal Verbal Type of Mentor 24% Feedback Informal Verbal 55% Informal Written 16% Mentor Effectiveness 1 = Not effective at all M = 5.57 to 5 = Extremely Effective • My mentor helped build my teaching philosophy during my time with her as a student teacher. The structures in my classroom mocked hers (same grade and disability) and were beneficial. She provided advice as I implemented structures, strategies, and interventions that I gained from her in my own classroom. She listened and provided constructive criticism and delivered it in a way that improved my practice and strengthened our mentor/mentee relationship. She provided great insight working with admin as she was once admin herself. She helped provide emotional support as I endured a series of difficult situations that included working in a toxic work environment. Aspects of Mentor • My mentor offered ongoing advice throughout the year and kept an open door of Effectiveness or communication. Ineffectiveness • shared passions • My mentor was extremely effective in supporting me through my first year of teaching. We developed a respectful and meaningful relationship which helped me in feeling comfortable going to her with any questions or concerns. I am extremely lucky to have had [Mentor] as a mentor during my first year of teaching. • [Mentor] was truly amazing and I would not be the teacher I am today without her influence. • In offering help • My mentor is effective because she is consistently there for me and providing a comfortable space to allow me to continue to learn and ask questions. She is always 7 accessible and provides me with truthful information/observations. • Easy to talk to and comfortable expressing anything with, but we did not really focus on teaching strategies or some of the items from previous questions. • She was willing to be honest, flexible, and logical. She always showed alternative ways to teach and allowed a space to be able to let me process. • She’s always available when I need her and always willing to help. She’s super positive and always helpful. • She is amazing at behavior management and is always willing to set aside her time to share resources and advice. • Having a mentor was a great experience and I do not know what I would’ve done without her! • "My mentor succeeded in the following: -Professional/Educational support -Emotional support -Providing resources for BOTH mentee and students -Formal and informal feedback -Check-ins and follow-ups
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