Mentorship is one of the most important steps districts can take to stop teachers from leaving but providing mentorship opportunities in a time of social distancing can be difficult. Our nation is experiencing a teacher-retention crisis especially when the pressures and stresses for teachers keep growing. Many new or novice educators are leaving the profession after only a few years of classroom experience. What do school districts need to do in order to retain and mentor properly educators during this 2020 pandemic? Districts must provide a consistent schedule and plan for mentoring at a distance. According to Mendez (2020), “When you plan a framework to support the new teachers whom you coach and supervise, start by gathering their feedback so you know what they need and have a data set to work from” (para. 3). Now in no way does this mean you forget about your veteran teachers, but what it does mean is that a district has to provide just a little more support for those new educators who don’t have the slightest clue what its like to finally have their own class filled with students who are now your responsibility to educate.
I remember just how hard it was to be a new teacher. I didn’t go through student teaching, but rather an internship so I had no one to follow or learn from before I began teaching. I was lucky enough to be paired with a veteran teacher who took the time to be the best mentor. She was literally with me every day and showing me the way and I will always attribute my successes as a teacher because of the time my mentor spent with me. If it weren’t for her I don’t know if I would still be a teacher because I was ready to quit after year one. So, it saddens me to see that this year with distance learning, new teachers coming into this profession may not receive the best quality mentorship they deserve to give this profession a chance and to become the best version of themselves as an educator. The following strategies I believe would be beneficial for both our new teachers and veteran teachers. Meet weekly in a virtual, real-time platform so you can see and hear each other. This maintains continuity of the typical face-to-face interactions. According to Stephney (2020), “We found out that mentors and new teachers were learning from each other in order to deliver high-quality virtual instruction” (para. 2). Keep a consistent schedule. If you held a weekly meeting when school was in session, do the same now that you are meeting from home. Its important to continue with planned meetings each week to provide normalcy and predictability for both mentor and mentee. Share documents and video for authentic feedback. When we were teaching in actual classrooms, mentors often co-taught or visited their mentee’s classrooms. Co-teaching opportunities still exist with remote teacher and they can still be powerful. Be available. Being available as a mentor provides professional and personal support for new educators. Experienced teacher-mentors can ease mentees’ minds about year-end procedures and the unknown start to the upcoming school year.
So how can a district provide great coach/mentor for teachers during this unprecedented year? Simple, but leaning on their TOSA’s, site mentors, and administrators who have also been preparing to help and make sure that our district, schools, and teachers feel that they can turn to someone for help when something doesn’t feel right. These mentors need to be able to reassure new teachers that everyone is on the same emotional rollercoaster regarding distance learning. Sometimes just reminding teachers that we all will have tough days helps teachers feel less alone. Provide encouragement. One of the most basic ways you can help a new teacher is just to write a cheerful note through email. This can provide teachers with enough positivity to get them through the day. Offer feedback as I mentioned above. New teachers often feel both incredibly consumed and enormously sensitive during their first few years of teaching. As a mentor, providing some basic positive and constructive feedback gives a new teacher support and guidance. According to Niet.org (2020), “Being clear and intentional about how collaborative learning and mentoring will transition to the virtual space ensures that support for new teachers is not left to chance” (para. 11). Be there for them in there terrible moments whatever that may look like. From struggling with a specific student, to not knowing how to respond to an ugly parent email or an unsuccessful lesson. These small kindnesses really help new teachers become mature and thoughtful educators. And the most important piece is to provide time to reflect together. Taking time to discuss what works and doesn’t work is how beginning teachers become master educators.
Although mentoring new teachers can have many challenges, it is very meaningful and has a huge impact on students, schools, and our shared vision for education in the future. I will never forget my experience when I was mentored and it’s the reason why I love to have opportunities to mentor new teachers. It’s my way of paying back the time that was spent with me and how it shaped me to be the best teacher I can be and will continue to be.
References:
Mendez, E. (2020, December 03). Strategies to Help New Teachers Thrive. Retrieved December 05, 2020, from https://www.edutopia.org/article/strategies-help-new-teachers-thrive
Stephney, S. (2020, November 16). Mentoring New Teachers Virtually. Retrieved December 05, 2020, from https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/6224-mentoring-new-teachers-virtually
Support New Teachers This Year – Don’t Leave it to Chance. (2020, July 30). Retrieved December 05, 2020, from https://www.niet.org/newsroom/show/blog/support-new-teachers-2020-21-school-year