Two years of mentoring for new teachers raises student scores in reading and math, according to an Institute of Education Sciences study (pdf) conducted by Mathematica. However, the extra support “didn’t make teachers more likely to stay in their schools, districts, or the profession — nor were they any more likely to report feeling prepared,” notes Education Week.
Comprehensive programs take a more-structured approach to new-teacher support and include a careful selection of teacher mentors, formative assessments to gauge teacher progress, and release time for mentors to observe their charges and provide feedback on their instruction.
This was the third year of the study, which included teachers in 13 states in medium and large urban districts. In the first two years, no effects were found. There were no gains for teachers who received only one year of mentoring.
Results appeared a year after teachers had stopped receiving mentoring and were equivalent to four percentile points in reading and eight in math.
“There is both good news and bad news in this study for policymakers,” said Steven Glazerman, senior researcher and lead author of the report. “Comprehensive induction, which can be quite expensive, did not help districts retain teachers or make them feel more satisfied or better prepared to teach compared to usual levels of new teacher support. However, the two-year intervention raised test scores, and that is often the bottom line for policymakers.”
The New Teacher Center, which provided induction support for some of the teachers, said results would have been stronger if not for delays in selecting and assigning mentors.