Peer Review and Mentoring Grant
2008-09 - What Was Learned?

In the end-of-year grant evaluation reports, all grant recipients were asked to share what they learned from their participation in the 2008-09 Peer Review and Mentoring Grant. Listed below are the individual categorized responses that came directly from the twenty-one grant participants:

Initial Educators:

• The most important induction support provided to the initial educator is for assistance with the PDP process.
• Pupil services staff do not see themselves as part of the whole induction process. They tend to group by themselves and don't perceive the need for outside help.
• In order to retain good teachers, early support is critical.
• Initial educators need recognition from their district and building leadership for their diligence in providing evidence that changes in practice can have a major impact on student learning (PDP process).
• Initial educators, if supported and guided through the PDP process, can change their professional environment by coaching others on effective use of data to impact student learning.

Administrators/Administration:

• Administrative support at the local level is vital for induction programs to be successful.
• A key aspect for support seminars for administrators is providing the chance to network with each other.
• Initial educator administrators lack skills for their role as educational leaders as they begin their work as a building principal. Their primary focus becomes being a building manager as they begin their work as principal.
• Understanding PI 34 is critical for new administrators.
• We need to work hard to get administrators involved in the process of induction since many of them see their role only as evaluator and not part of the coaching process.

Professional Development:

• Good support seminars are invaluable for the initial educator.
• Effective mentor training allows participants to develop a solid foundation of knowledge, skills and tools to assist the initial educator with the necessary support.
• The professional support needs are different for different roles within the area of pupil services. A social worker has different professional growth needs than a school counselor.

Mentors/Mentoring:

• Experienced staff members who participated as mentors grow as much professionally as the initial educator.
• Time needs to be provided during the day for mentoring activities.
• Real care must be taken in assigning mentors as the relationship between the mentor and initial educator is critical to the success of the induction process.
• Creating a pool of mentors through the CESA office is efficient but not logistically feasible in that initial educators prefer a mentor from their home district.
• Mentors must be trained in the PDP process to support their initial educator.
• A good mentor provides much more than daily support for their initial educator.
• Misconceptions still exist about what is quality mentoring and what is needed to support the initial educator.
• There is a need for advanced mentoring and support.
• There is still the belief among veteran educators that being a mentor is "answering questions" and consequently, training is minimized by this group.
• The process of support builds strong relationships between new teachers and veteran staff.
• It is important in each school (in a large school district) to be accountable for identifying and recruiting quality mentor candidates.
• The need to set specific expectations for mentor performance is very important to the success of the induction program.

Miscellaneous:

• School districts must keep and provide data on the significance of a good induction program.
• There is still a lot of confusion about PI 34 out in the school districts. We need to be persistent in getting facts straight for all of these people.
• State professional organizations have varying degrees of interest in serving the needs of the initial educator.
• School districts are relying on the Licensing Renewal Support Centers for accurate information on PI 34.
• Initial educator administrators and pupil service personnel are using professional organizations and colleges for PDP support.
• Common language, consistency in approach, and clear expectations between the mentor and initial educator as well as support from administration are all essential for a quality induction program.
• Collaboration with other school districts in creating induction programs is extremely beneficial.
• An online collaborative program may be a way for educators to connect without leaving their building.

Return to TEPDL's Peer Review Mentoring Grant 2008-09 Summary Page

For questions about this information, contact Mary J. Benzine (608) 266-0954

Last updated on 10/21/2009 11:19:15 AM