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Avoiding the Pitfalls of the Rookie Year: How a Mentor Can Help

Posted on: Thursday, 12 October 2006, 09:01 CDT

By Normore, Anthony H; Loughry, Kenneth S

Supported by experienced teachers and school administrators, novice teachers can be successful practitioners in their beginning years.

When preservice teachers graduate and obtain their first teaching positions, they begin what education practitioners often call "the rookie year." To make their transition smooth and their first-year experience successful requires a concentrated effort on the part of administrators and experienced faculty members who serve as leaders and mentors. Without support and supervision, novice teachers often feel overwhelmed, disoriented, and frustrated when they find themselves totally on their own (some for the first time) in their classrooms. In addition to adjusting to the many nuances, idiosyncrasies, and "unwritten codes" of their new schools, many new teachers are struggling with the most difficult classroom assignments (Danielson 2002; Ganser 1996; Halford 1998; Nolan and Hoover 2004).

To avoid the pitfalls of the rookie year, novice teachers should look to effective mentors-formally and informally-who can provide leadership and mentoring characterized by a substantial emotional commitment in the form of coaching, guidance, assistance, advising, sharing, and sponsorship. Though the definition of mentoring varies (Kilcher and Sketris 2003), D. D. Bowen (cited in Yoder 1990, 10) provided a workable description for the context of this article; he defined a mentor as:

a senior person with experience and position who provides information, advice, leadership, and emotional support for a junior person (mentee) in a relationship lasting for an extended time and marked by a substantial emotional commitment by both parties.

To illustrate the value of an effective mentor-mentee relationship, the authors briefly describe Hank-an educator whose informal mentoring experience benefited him during his first year as a teacher. Then they describe a formal mentoring program that Hank experienced the next year in a different school system. Finally, they offer specific suggestions that can help novice teachers steer clear of the pitfalls. While the suggestions primarily are meant to help novice teachers-or mentees-they also are intended to encourage both mentees and mentors (i.e., experienced teachers and school administrators) to engage in dialogue that will help to enhance teaching practices, foster individual and collective talents, and encourage success in the application of the strategies to specific contexts.

Experiences of a Novice Teacher

The first day of Hank's "rookie year" was in mid-January, the start of the second semester at a Catholic high school. By the time Hank arrived to teach mathematics, the students already had four different teachers. Hank was apprehensive because the school had no formal mentoring program in place. Fortunately, an experienced mathematics teacher, Pablo, was in the classroom adjacent to his.

Hank regularly sought advice from Pablo, trusted and confided in him, and took up numerous hours of his time. Pablo taught him the "ropes" of teaching, including: how to plan and manage his time effectively; the networks on campus he needed to form and those he needed to avoid; how to complete required paperwork; the intricacies of professional growth; and how policies and procedures were implemented in this specific school system. Pablo and his family became friends with Hank and introduced him to the community.

Pablo put Hank through his own informal mentoring program-an experience for which Hank always will remain grateful, and in which Pablo generously offered regular advice (despite other time demands), imparted knowledge, and provided ongoing assistance in determining how best to manage his time. If it weren't for Pablo, Hank shared, he believes that he would have been among the 13 percent of teachers who leave the teaching profession after the first year to join the nearly 30 percent of teachers who leave within the first five years (Conyers 2004; Dunn 2002).

Until Hank moved to another school system, he had not realized the importance of a mentoring program. In his new school system, a formally structured mentoring program was in place. The MINT (Mentors Influencing New Teachers) program played a significant role in Hank's professional development and learning process.

Mentors Influencing New Teachers

The MINT program is one example of a formal mentoring program. The activities and structure of the program are described here. Practitioners may reflect on all or some of the components to create or adopt a mentoring program appropriate to their own contexts.

Initial Orientation

The MINT program begins during the first days of employment for beginning teachers, who arrive at school one week prior to veteran teachers. During this week, teachers tour the facilities, complete mandatory paperwork, are introduced to administrative staff, receive keys to their classrooms, and begin to "settle in" to their new surroundings.

Eagerness abounds, and everyone is fresh and ready to go. When veteran teachers report, beginning teachers are introduced to mentors and formally begin the lengthier orientation program.

Continued Orientation

The process of matching mentees with mentors is of utmost importance in the mentoring program. When pairing experienced teachers with beginning teachers, the highest priority is that they both teach within the same department (e.g., Math teacher with Math teacher). The department head from each subject area develops a "short list" of experienced teachers who might be an appropriate fit with a beginning teacher. Though the department head does not know the beginning teacher well (other than what was learned through the interview process), he or she does know the returning teachers well enough to know which of them would be effective mentors.

Because many of the teachers have served as mentors previously, that prior experience is taken into consideration when forming the pairs. Because being a mentor has some benefits (e.g., state certification credits, time set aside to observe and meet with beginning teachers, growth and development), many teachers are more than willing to serve m this role. The willingness to serve is taken into consideration as well; obviously, an unwilling mentor unlikely would provide effective mentoring.

During the ongoing orientation in MINT, as recommended by researchers such as Kilcher and Sketris (2003), the value of mentoring relationships are discussed, portfolios are introduced, roles are clarified, goals are identified, and expectations and commitments are established. Despite the flurry of activities at school, the schedule includes an opportunity for productive meeting time every Wednesday afternoon. On this day, class periods are shortened, and the school day for students ends approximately one hour early.

New teachers and their mentors meet, plan, and determine mentees' needs and desires, establish communication strategies, and organize learning opportunities (Cracker and Harris 2002; Daresh arid Playko 1995; Dunn 2002). Specific tasks are assigned, resources are discussed, and the relationship between mentor and mentee is revisited to iron out any difficulties (e.g., frequency of meetings, time, place, events, conflicts).

Breakfast Meetings

On assigned mornings, new teachers and mentors meet for one hour over breakfast for a presentation by one of the experienced faculty members. Examples of designated topics are lesson planning, classroom management, assessment, and effective strategies for dealing with parents. New teachers are relaxed and willing to participate at the breakfast meetings, and they take ownership for their own learning and follow-up responsibilities. Mentors dedicate time to prepare and make relatively brief presentations, and beginning teachers respond to this dedication.

Research indicates that these types of professional development functions become a critical focus of the relationship between the mentor and mentee (Daloz 1986; Darling-Hammond 1998; Howey 1988). The functions provide interpersonal and emotional support, friendship, and role modeling, as well as acceptance and confirmation of mentees (Luna and Cullen 1995).

New Teacher Observation

The final component of the mentoring program is comprised of 12 observations: eight informal observations (four by the mentor teacher and four by the department head); and four formal observations (two by the principal and two by another administrator). Informal observations outnumber the formal ones because these experiences are more relaxed for novices. Most beginning teachers need many observations and often welcome them; the teachers realize that these observations are intended to help their growth and development (Daresh and Playko 1995; Darling- Hammond 1998).

Results

In an end-of-year survey of new teachers who completed the MINT program during 2001-2002, mentees and mentors were asked whether they would recommend this program to a colleague. All 44 novice teachers for that year responded positively, and more than 95 percent of the mentors concurred.

While serving as a mentor recently in the MINT program, Hank gained both insight and valuable experience regarding how time- consuming, demanding, rewarding, and involved serving in this role can be. He also realized how important and essent\ial building trust and confidence in the relationship is for both mentee and mentor.

Research indicates that teachers at all levels grow professionally when they seek out peers for professional dialogue and turn to one another for constructive feedback, affirmation, and support for sound practices (e.g., Iwanicki 1990; Moir 1999; Odell and Huling 2000; Rowley 1999). Blase and Blase (2003, 3) emphasized the value of successful collaboration to sound educational practices, effective teaching, and student learning:

When trust is built in schools... trust, in turn, serves as a foundation for open, honest, and reflective professional dialogue... problem-solving; innovative initiatives; and, more directly, the development of the school as a powerful community of learners willing to take responsibility for success and capable of achieving it.

Tips for Novice Teachers

Reflectivepractice and collaboration are critical components of effective mentoring programs (Crocker and Harris 2002; jowers and Herr 1990; Kilcher and Sketris 2003; Nigro 2003; Odell and Huling 2000). In the spirit of reflective practice and collaboration for the mentoring process, the authors offer constructive strategies and resources to assist novice teachers (and their mentors) in avoiding the pitfalls of the rookie year. These tips can be used to structure discussions and meetings for mentors and mentees.

While experienced teachers may find some of the suggested activities familiar, many novice teachers may be encountering these techniques for the first time. All teachers are urged to consider the strategies as points of reference for structuring conversations between mentors and mentees.

Assess the mentoring relationship. As the mentor-mentee relationship develops, it should be evaluated periodically. This assessment can help determine whether or not mentees and mentors want to continue the relationship, stop the relationship, or start a different relationship. Four stages of the relationship are opportune for this assessment.

Stage 1 is devoted to getting acquainted. Nobody ever said that mentoring would be easy. It's not. It requires patience and sincere commitment. Make this a stage where personalities and interests are explored while withholding value judgments. Secure a solid grasp of personalities and temperaments, and then determine the most effective approaches to getting the best out of one another over time.

Stage 2 is a period of goal setting. Make this stage the beginning of your intimate journey. Talk about expectations you have for one another beyond "making a positive difference" and "providing direction." Trust one another and commit to seeing the relationship through to real results-expectations realized and goals met.

Stage 3 is about realizing goals and meeting expectations. Make this the results-oriented phase of your mentoring relationship. This is a time of positive changes and growth as human beings. An assessment of this stage may reveal the need for counsel and advice about making corrections and overcoming obstacles, as well as a need for lots of encouragement.

Stage 4 marks the closure of the formal mentormentee relationship. The contact, however, does not need to end. This phase can be used to determine the new nature of your relationship. Remaining friends and colleagues is a popular next step for mentees and mentors who have shared real success and growth. Celebrate the end of your formal relationship as a new beginning-a beginning of many successes to come.

Manage the transition through journaling. Briefly summarize the psychological stages you experience during transitions encountered in the mentor-mentee relationship. Use this journal as a framework to manage these transitions as your relationship evolves over time. Don't expect positive results to be instant, but do expect regular progress.

Making progress doesn't preclude an occasional inevitable setback- often caused by misconstrued negative feedback. When a mentor dispenses negative feedback, it is meant to be constructive for the purpose of advancing a positive outcome. It's not meant as criticism, nor is it personal in nature. Ignoring problems, hoping that they disappear, does not result in a positive outcome. Instead, dealing with problems quickly and firmly can lead to the best possible solutions for solving them.

Be open to constructive criticism, but maintain perspective. Effective and successful mentors and administrators want teachers to succeed and will help you reach your potential. Remain open to constructive suggestions and be willing to implement them. Constructive criticism is meant to encourage your professional growth so that you can learn, change, and engage in best teaching practices.

While maintaining perspective is vital to your conscious efforts "to do the right things" for students, clarifying your own personal and educational values and belief systems is of equal importance. Remember that novice teachers can grow professionally by holding steadfast to values and being careful not to violate professional ethical codes. The journaling exercise provides opportunities for the mentee (and the mentor) to engage in significant self- reflection that is likely to result in substantial professional and personal growth over time.

Use your mentor and create a support system. Mentors are provided for a reason: to lead, guide, and coach you to grow professionally. Your mentor understands that difficult situations may arise and that you may have myriad questions. An effective mentor takes on a leadership role and will not judge you for your mistakes, but will help you in every way possible.

Regular interactions (e.g., breakfast meetings, conferences, in- services) among you, your mentor, and other colleagues, including your school leader, can develop an important and essential professional-as well as, often, a personal-support system. Effective mentors are keenly aware of the important link that exists between the personal and professional lives of their mentees. A healthy and satisfying day at school can't help but filter down to life at home.

If necessary, ask for a new mentor. Your mentor must be someone that you feel you can approach with any question or any situation. If, for some reason, you are unable to approach your mentor or if a personality conflict exists that cannot be resolved, ask your administrator for a new mentor assignment. The mentoring process is considered one of the most important learning opportunities for a firstyear teacher. Therefore, making this a fruitful and rewarding experience is critical. Validation of your teaching is crucial to the development of your practice.

Seek assistance from a multitude of sources and stay informed. Your mentor will be able to provide you with important resources and contacts during the first year. These are important for settling into a school environment and having a successful first year. Often, you may find the answers to your questions by engaging in dialogue with your colleagues. At other times, you may find answers in the scholarly literature.

Closing Thoughts

Mentoring programs cannot adequately address all the problems that novice teachers might encounter (e.g., outdated equipment), but they can do much to help new teachers improve their knowledge base and competencies. These programs can boost job satisfaction, increase teacher retention, improve student achievement, and decrease teacher turnover. Effective mentoring efforts help retain promising new teachers by providing structured support systems. They also ensure that experienced teachers, teacher leaders, and school administrators can help one another to self-actualize into competent and enthusiastic practitioners.

Mentoring relationships can augment the probabilities of increased teaching skills and strategies, communication strategies, and organizational learning opportunities. They can promote and encourage confidence, expand the range and complexity of experiences and activities, and broaden networks for sustainable positive outcomes.

References

Blase, J., and J. Blase, 2003. Breaking the silence: Overcoming the problem of principal mistreatment of teachers. Thousand Oaks, CA: Corwin Press.

Conyers, J. C. 2004. Thinking outside to support newcomers. School Administrator 61 (6): 18-21.

Crocker, C, and S. Harris. 2002. Facilitating growth of administrative practitioners as mentors. Journal of Research for educational Leaders 1 (2): 5-20.

Daloz, L. A. 1986. Effective teaching and mentoring. San Francisco, CA: Jossey-Bass.

Danielson, L. 2002. Developing and retaining quality classroom teachers through mentoring. Clearing House 75(4): 183-85.

Daresh, J. C., and M. A. Playko. 1995a. Supervision as a proactive process: Concepts and cases, 2nd ed. Prospect Heights, IL: Waveland Press.

Darling-Hammond, L. 1998. Teacher learning that supports student learning. Educational Leadership 55(5): 6-11.

Dunn, R. 2002. Staff development and curriculum development: Analysis of faculty survey data. Unpublished manuscript, private schools, Miami, Florida.

Ganser, T. 1996. Preparing mentors of beginning teachers: An overview for staff developers, tournai of Staff Development 17(4): 8- 11.

Halford, J.M. 1998. Easing the way for new teachers. Educational Leadership 55(5): 33-36.

Howey, K. 1988. Mentor-teachers as inquiring professionals. Theory into Practice 27(3): 209-13.

Iwanicki, E. F. 1990. Teacher evaluation for school improvement. In The new handbook of teacher evaluation, ed. |. Millman and L Darling-Hammond, 158-71. Newbury Park, CA: Sage Publications.

Jowers, L. T., and K. Herr. 1990. A review of literature on mentor-protg relationships. NLN Publications 15-2339: 49-77.

Kilcher, A., and I. Sketris. 2003. A mentoring resource handbook. A guide for faculty, researchers and decision makers. Halifax, Nova Scotia, Canada: College of Pharmacy, Dalhousie University.

Luna, G., and D. L. Cullen. 1995. Empowerin\g the faculty: Mentoring redirected and renewed. ASHE-ERIC Higher Education Report #3. San Francisco, CA: Jossey-Bass.

Moir, E. 1999. The stages of a teacher's first year. In A better beginning: Supporting and mentoring new teachers, ed. M. Scherer, 19- 23. Alexandria, VA: Association for Supervision and Curriculum Development.

Nigro, N. 2003. The everything coaching and mentoring book. Avon, MA: Adams Media.

Nolan, J., Jr., and L. A. Hoover. 2004. Teacher supervision and evaluation: Theory into practice. Hoboken, NJ: Wiley.

Odell, S. J., and L. Huling, eds. 2000. Quality mentoring for novice teachers. Washington, DC: Association of Teacher Educators; Indianapolis, IN: Kappa Delta Pi.

Rowley, J. B. 1999. The good mentor. Educational Leadership 56(8): 20-22.

Yoder, L. 1990. Mentoring: A concept analysis. Nursing Administration Quarterly 15(1): 9-19.

Anthony H. Normore is Assistant Professor of Educational Leadership at the College of Education, Florida International University, Miami. A former K-12 educator, his current research areas include school improvement, social justice, mentoring processes, recruitment, selection, and socialization of school leaders.

Kenneth S. Loughry is Principal of the Pine Crest Middle School Campus of Gulliver Schools in Miami-Dade County and a graduate student at Florida International University. Prior to becoming a school administrator, he taught at the secondary level.

Copyright Kappa Delta Pi Fall 2006

(c) 2006 Kappa Delta Pi Record. Provided by ProQuest Information and Learning. All rights Reserved.

Source: Kappa Delta Pi Record

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