High-Quality Mentorship as Key to a Co-Designed Teacher Residency

• In Event: Consequential Impact on the Latinx Teacher Pipeline Through Region-Wide Transformation in Recruitment, Preparation, and Retention

Abstract

Intensive mentoring and coaching of new teachers has been connected to higher quality instruction and stronger rates of teacher retention, both of which in turn have been shown to positively impact the academic outcomes of students (Ingersoll & Strong, 2011). In addition to the added value for residents and early-career teachers, mentorship also opens up pathways to career advancement for experienced teachers (Guha et al., 2016). Within this context, this presentation will focus on one school district’s efforts to select, train, and support mentor teachers for year-long residents employed at four campuses - two elementary schools, one middle school, and one high school. The rural district serves more than 10,000 PK-12 students, 95% of whom are Hispanic and 86% of whom are low-income. Mentor teachers earn a $3,000 grant-funded stipend, and participate in a two-day training prior to the start of the residency and four professional development sessions throughout the year.

This presentation will present preliminary findings on the impact of participation in the residency for both mentor teachers and residents, based on analysis of four key data sources: governance agendas and related documents; mid-year perception surveys; teacher candidate growth based on the university’s observation rubric; and student growth in residency classrooms as compared with non-residency classrooms.

Initial findings indicate that there was a comprehensive process implemented by the district to select mentor teachers for residents. District leadership - including academic leadership and campus principals - developed detailed criteria for mentor teacher selection, with an emphasis on teaching experience and performance; professionalism; and communication skills. Prospective mentor teachers underwent a detailed application process and were vetted by district/campus leadership prior to selection. Mentor teachers had high participation rates in the initial university-led training. Data collection on teacher candidate growth and student outcomes is in process and will be presented as part of the symposium.

Authors

• M. Jennifer Parker, Clint Independent School District
  Presenting Author

• Christina Castanos, Clint Independent School District
  Presenting Author