Navigating the Transition From Preservice to In-Service Teacher: The Importance of Faculty Mentoring

• In Event: 54.073 - Across the Domains: Mentoring Throughout the Professional Journey

Abstract

It is well publicized that for over 30 years that high levels of new teacher turnover continue to be a problem that impacts the teaching profession (Ingersoll & Smith, 2004; Ingersoll, 2012). Mentoring and school-wide induction programs have been implemented to help curtail the high rates of new teachers leaving the profession (Parker, Ndoye, & Imig, 2009). While effective district and school-based mentoring programs are highly successful in helping curtail the high attrition rates, they are not the sole sources of support for new teachers to secure them in the profession. The transition time between preservice and inservice is a critical time to offer additional support to strengthen the knowledge, skills and confidence of novice educators.
Teacher education preparation programs around the country have also joined in the battle to curb high levels of beginning teacher attrition. To combat the high levels of turnover, one teacher education program developed the New Teacher Academy (NTA) to bridge the transition between preservice and inservice teaching. The NTA was a one-day summer professional development workshop that was focused on topics new teachers struggle with most often during the first year of teaching. The sessions were conducted by university teacher education professors and clinical partners (teachers and administrators in area districts). Participants in the NTA were recent graduates of the university based teacher education program who were entering the first year of teaching in the academic year. The sessions focus served to enhance beginning teachers’ pedagogical knowledge, it also allowed recent teacher education graduates/new teachers to embark on a close professional mentoring relationship with clinicians and professors without fear of being evaluated. Faculty were not formally assigned mentees for the workshop, but they served as informal mentors as they sought to inspire, challenge and impact beginning teachers’ confidence levels through organization, directing and facilitating the NTA.
Survey data collected from participants suggested that faculty support and the continued professional development workshops of the NTA were valuable in terms of support and morale for participants entering into the first year of teaching. Thus data implied that support and mentorship received both during and after completion of the degree left a positive belief among session participants that faculty were valuable assets to beginning teachers’ development. Participants noted the sessions and overall experience of NTA contributed to their own higher levels of self-confidence upon entering their first year of teaching. There exists a strong correlation between having high levels of self-confidence in oneself and remaining in the teaching profession (Chesnut & Burley, 2015).
This study highlights the importance of mentoring initiatives and programs that start before graduates enter their first year of teaching. The summer between the preservice and inservice year is an opportunity where faculty can provide support and guidance to increase candidates’ self confidence in their ability to teach and take on the demands of their new role. Mentoring programs and initiatives, such as New Teacher Academy, provide a pipeline for mentoring opportunities to transform and ultimately foster higher confidence levels in the pedagogical process that could lead to increased teacher retention rates.

Authors

• Sarah K. McMahan, Texas Woman's University

• Karen L. Dunlap, Texas Woman's University

• Rebecca Ratliff Fredrickson, Texas Woman's University

• Gina B. Anderson, Texas Woman's University