Making New Teachers Better, Faster, Stronger
I was just down in Springfield at the Illinois New Teacher Collaborative annual conference to moderate a "town hall" session for them and I learned a lot of interesting things while I was there: There are 30 new state funded pilots that just got approved to provide high-intensity induction mentoring, including a bunch in Chicago, to go along with the original slate. Legislative support for funding has helped the program grown to $14 million a year in a very short time. Pretty much everyone there said that the "buddy" system (assigning a new teacher an informal buddy) doesn't work very well at helping retain new teachers (or put them in a position to ratchet up student learning). Convincing principals and districts to create and fund strong mentoring programs is a challenge given other distractions, but it seems like a lot of folks feel like it's the right way to go.
Have you had any experiences, good or bad, with mentoring programs in CPS? Given the turnover and effectiveness problems, do you think it's worth it to have full-time mentors working with new teachers? How can you avoid mentors (or anyone else not assigned a classroom) turning into extra administrators or classroom substitutes?
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Thu Feb 28, 2008 at 2:48 PM
Making New Teachers Better, Faster, Stronger
I went through the CPS G.O.L.D.E.N. Teachers mentoring program two/three years ago. What a complete joke. From the first meeting through the time I opted out of the (purportedly mandatory) program to avoid a 2nd year of useless oversight, I felt embarrassed for CPS for even offering such a ridiculous program. The program amounted to paperwork, paperwork, and more paperwork, none of which impacted teaching or student learning in any way. Any teacher who would have benefited from the program probably had no business being a teacher in the first place. In terms of sophistication and applicable ideas for how to improve teaching it ranks right up there with the basic skills test designed to ensure we all read with the proficiency of an 8th grader. The program wasn't even useful in learning how to navigate the bloated and messy bureaucracy within CPS.
My mentor was paid a nice little bonus for shepherding me through the program and I'm sure some others also made a nice chunk of change along the way. I kept teaching in spite of the program, not because of it. The program was so obviously a waste of money, time, and resources that I was disgusted my employer mandated my participation and thought it was such a great idea. That was my first lesson in the idiocy of the Board of Ed and CPS, so I guess in that sense it was a valuable experience. CPS would retain teachers more effectively if the members of the Board and CPS administrators were mentored by a few real, live, actual teachers about the realities of the classroom and the working conditions we face every day.
My mentor was paid a nice little bonus for shepherding me through the program and I'm sure some others also made a nice chunk of change along the way. I kept teaching in spite of the program, not because of it. The program was so obviously a waste of money, time, and resources that I was disgusted my employer mandated my participation and thought it was such a great idea. That was my first lesson in the idiocy of the Board of Ed and CPS, so I guess in that sense it was a valuable experience. CPS would retain teachers more effectively if the members of the Board and CPS administrators were mentored by a few real, live, actual teachers about the realities of the classroom and the working conditions we face every day.
Thu Feb 28, 2008 at 3:24 PM
Making New Teachers Better, Faster, Stronger
I went through a mentoring program as part of the last cohort of Teachers for Chicago. A full time mentor teacher introduced interns to teaching and the paperwork stuff. We were paid as substitutes while getting a free masters and certification through one of three colleges. After two years, we were put into Lane 2, step three salary and benefits. During that time, there were many in my cohort who complained their mentors abused the position, or that their mentors had no time for them because the principals saw "other uses" for the mentors. I felt fortunate to have a very hardworking mentor whom I only had to share with two other teachers at the school. She gave great advice, modeled effective teaching, and gave the emotional support when things got out of hand. She since retired, but I try to talk to her regularly about teaching ideas and techniques.
A successful mentoring program, just like a successful school, needs committed individuals to be mentors, committed principals, and a realistic mentor to intern ratio, especially if he/she is serving interns at different sites.
A successful mentoring program, just like a successful school, needs committed individuals to be mentors, committed principals, and a realistic mentor to intern ratio, especially if he/she is serving interns at different sites.
Thu Feb 28, 2008 at 3:58 PM
Making New Teachers Better, Faster, Stronger
I went through the Golden Teachers program about five years ago. I was horrible. My mentor was my department chair and she gave great advice. The problem was we didn't have time during the school day to meet. The second year, my coach was a math teacher that only taught AP and honors classes. I am a special education teacher. She had NO idea of how to help me. Before the end of the first semester, I was kicked out of the program because I had previous teaching experience. (I taught a year in the suburb before coming into CPS.)
Thu Feb 28, 2008 at 4:46 PM
Making New Teachers Better, Faster, Stronger
My GOLDEN teacher mentor experience was also terrible. My mentor was awful and she was also my department chair. I had to hide from her my true feelings about my co-workers, because she was their deparment chair too. I felt that if I made them look bad it would come back to haunt me. CPS should do everything possible to prevent new teachers from having their department chairs as mentors.
Thu Feb 28, 2008 at 5:21 PM
Making New Teachers Better, Faster, Stronger
Oh please - the Golden Teacher is just another of the smoke and mirrors of CPS. I'm sure there have been some fine Golden Teachers but the program is mainly a money making vehicle for a chosen few. I could support school wide merit pay, but individual merit pay will just become another trough for the entitled ones.
Even better - the recent CTU paper there is a full page about the “pinning ceremony “(with lots of balloons) for the National Bd. Teachers. ....Get over yourselves; $50,000 is enough recognition.
And then the principals’ Launch program – the fast track to become a mediocre an administrator.
Ah, but all these programs are lauded by the Bd. and the Bd.’s mouthpiece Catalyst. Over the years I have been continually disappointed by Catalyst; I once thought they were the voice of Chicago school reform, I was mistaken.
Even better - the recent CTU paper there is a full page about the “pinning ceremony “(with lots of balloons) for the National Bd. Teachers. ....Get over yourselves; $50,000 is enough recognition.
And then the principals’ Launch program – the fast track to become a mediocre an administrator.
Ah, but all these programs are lauded by the Bd. and the Bd.’s mouthpiece Catalyst. Over the years I have been continually disappointed by Catalyst; I once thought they were the voice of Chicago school reform, I was mistaken.
Thu Feb 28, 2008 at 5:30 PM
Making New Teachers Better, Faster, Stronger
look up in the sky! It's a bird It's a plane it's superteacher
Thu Feb 28, 2008 at 7:35 PM
Making New Teachers Better, Faster, Stronger
Does anyone have any new info on the Union's push to abolish the residency requirement? It seems as if it has been swept under the carpet.
p.s. I went through a mandatory CPS mentoring program that disappeared in the middle of the year and nothing was every mentioned of it again...
p.s. I went through a mandatory CPS mentoring program that disappeared in the middle of the year and nothing was every mentioned of it again...
Thu Feb 28, 2008 at 10:25 PM
Making New Teachers Better, Faster, Stronger
I agree with you 100 percent that good mentoring programs require principals who back the idea, excellent mentors who want to do the job, and a reasonable ratio between mentors and their new teachers.
Not even Teachers for Chicago (one of the better mentoring programs I've seen) was able to do that for everybody, as you point out. And it had partners beyond the district and the union, which probably also helped its quality.
I'd love to hear from some AUSL teachers on this question, but if I were an AUSL teacher, I'm not sure I'd admit it on this site for all the flaming that would likely ensue. But my impression from knowing mentor teachers and having seen things up close a little is they do do an excellent job of mentoring rookies.
Anyone else have an opinion, preferably an informed one?
Not even Teachers for Chicago (one of the better mentoring programs I've seen) was able to do that for everybody, as you point out. And it had partners beyond the district and the union, which probably also helped its quality.
I'd love to hear from some AUSL teachers on this question, but if I were an AUSL teacher, I'm not sure I'd admit it on this site for all the flaming that would likely ensue. But my impression from knowing mentor teachers and having seen things up close a little is they do do an excellent job of mentoring rookies.
Anyone else have an opinion, preferably an informed one?
Thu Feb 28, 2008 at 11:17 PM
Making New Teachers Better, Faster, Stronger
Question. Is new teaching still a game of "See how fast you can swim after we throw you in the Pirana Pool?" Do the FNGs still get the "worst" kids -- all in one class, say a sixth grade, where nobody has ever reached "proficient" -- or the "worst" classes (in a general high school)?
Fri Feb 29, 2008 at 10:04 PM
Making New Teachers Better, Faster, Stronger
The last thing I heard about the residency requirement was the search for a new sponsor. If you have access to First Class, it's somewhere in there.
Fri Feb 29, 2008 at 10:19 PM
Making New Teachers Better, Faster, Stronger
@ Hyde Park the new teachers are starting to get better support not from the super veterans 10+ years but other teachers with under 10 years. We are closer to the experiences of these new teachers coming into the building and forming a strong bond to build a academic community that strives to be better than yesterday.
The other caveat is the lack of veteran teachers in the building and the high attrition rate we have. Now it is starting to work against the BoE because we are deciding not to 3-4 and out but stay and make the place better despite the the obstacles put in our path.
The super veterans are not used for practical everyday mentoring but long range goal setting to achieve mastery of one's disciple and teaching style.
Sí se puede
The other caveat is the lack of veteran teachers in the building and the high attrition rate we have. Now it is starting to work against the BoE because we are deciding not to 3-4 and out but stay and make the place better despite the the obstacles put in our path.
The super veterans are not used for practical everyday mentoring but long range goal setting to achieve mastery of one's disciple and teaching style.
Sí se puede
Sat Mar 1, 2008 at 6:56 AM
Making New Teachers Better, Faster, Stronger
I agree with part of your statement about HPA. I believe that one of the reasons that HPA has a very high attrition rate is because of the contantly changing administration and the nonexistant support from administration.
Sat Mar 1, 2008 at 7:30 AM
Making New Teachers Better, Faster, Stronger
Can someone give me some insight into exactly what administrative support means and what, if anything, mentoring is supposed to accomplish?
I feel supported by my administration because they stay out of the way and let me do my job the way I want to do my job. I just want to be left alone and my current administration does a great job at that. Whether it's administrative support or mentoring or some other form of 'assistance', 99% of the time it creates more bureaucracy, paperwork, and headaches for me than anything else.
Re: mentoring - Any adult with any hope for success in any profession will ask for help when needed. I really don't understand the need for these programs that establish such a formalized relationship. Someone, please, enlighten me.
I feel supported by my administration because they stay out of the way and let me do my job the way I want to do my job. I just want to be left alone and my current administration does a great job at that. Whether it's administrative support or mentoring or some other form of 'assistance', 99% of the time it creates more bureaucracy, paperwork, and headaches for me than anything else.
Re: mentoring - Any adult with any hope for success in any profession will ask for help when needed. I really don't understand the need for these programs that establish such a formalized relationship. Someone, please, enlighten me.
Sat Mar 1, 2008 at 9:09 AM
Making New Teachers Better, Faster, Stronger
I can only speak for myself. When I speak of administrative support, I am speaking of basic things. Examples include: purchasing student textbooks, having disciplinary consequences for students, and completing necessary paperwork.
Tue Mar 4, 2008 at 11:45 AM
Making New Teachers Better, Faster, Stronger
There is no mentoring or help at CPS. A new teacher is completely on his/her own. Everyone says they will help you but he/she are also too busy. When an extra aide will help, CPS will not give you one. The culture of the Board is such, that if you ask for help (principal or teacher) you are sending the message that you cannot do your job. Even is you send a student to the principal you are told keep the student in your room and do your job. Do not send his/her here anymore. It is a sorry state of affairs. Teachers and principals try to do a good job but there is no support.
Tue Mar 4, 2008 at 12:10 PM
Making New Teachers Better, Faster, Stronger
Is today Mar 4th a dead line? Some of our first and second year teachers got letters today telling them they are cut at years end
Wed Mar 12, 2008 at 10:10 PM
Making New Teachers Better, Faster, Stronger
1.04 (12:10PM)
Friday Mar. 7 was the deadline to cut new teachers.
On the issue of mentoring program, I agree with most of the post above. Golden Teachers is a joke. What a waste of time. The mentors get a bonus check, that's why they do it. They all have years of experience but that doesn't mean they know best practices. The only criteria for being a GOLDEN Teacher mentor is years of experience (good or bad).
There are some good mentoring programs based on best practices like Chicago New Teachers Network (Available for Area 7, 8,9, 14, 15...and some others). They coach teachers or try to teach them practical skills by modeling and showing them how to do things. They do not have a classroom so they have time to come into your class, help you teach a lesson, plan lessons with your, or just give you any feedback you want. BUT it still might not make good teachers. If you went through a bad teaching training program, you're pretty much screwed. No amount of mentoring can help you.
I believe good new teacher mentoring programs come out of good teaching programs. Teachings programs or any programs that are dedicated to seeing their candidates success should invest in mentoring their new teachers or leaders (principals) for at least two years.
Friday Mar. 7 was the deadline to cut new teachers.
On the issue of mentoring program, I agree with most of the post above. Golden Teachers is a joke. What a waste of time. The mentors get a bonus check, that's why they do it. They all have years of experience but that doesn't mean they know best practices. The only criteria for being a GOLDEN Teacher mentor is years of experience (good or bad).
There are some good mentoring programs based on best practices like Chicago New Teachers Network (Available for Area 7, 8,9, 14, 15...and some others). They coach teachers or try to teach them practical skills by modeling and showing them how to do things. They do not have a classroom so they have time to come into your class, help you teach a lesson, plan lessons with your, or just give you any feedback you want. BUT it still might not make good teachers. If you went through a bad teaching training program, you're pretty much screwed. No amount of mentoring can help you.
I believe good new teacher mentoring programs come out of good teaching programs. Teachings programs or any programs that are dedicated to seeing their candidates success should invest in mentoring their new teachers or leaders (principals) for at least two years.
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