Beginning Teacher Induction and Mentoring (BTIM) Program: Evaluation Report Appendix I
stipend for 2007-08 for each campus as of July 31, 2008; the actual number of beginning teachers who were mentored through the BTIM program; the annual stipend amount paid to mentors at each campus; and the average number of hours the mentors spent with new teachers for each participating campus. District E’s program included 20 mentors and 255 beginning teachers across two campuses during the first year of Cycle 1. Mentors at the high school, on average, were each paid $850, while mentors at the junior high school were each paid $1,500 in extra duty pay. All mentors spent five hours with beginning teachers per week across all campuses. District E data are included in Table I-21 for each participating campus. Table I-21: Number of Mentors and Beginning Teachers, Mentor Stipend Paid, and Average Number of Hours Mentors Spent with Beginning Teachers per Week by Participating Campus in District E Campus
Number of Mentors Served
Number of Beginning Teachers Served
Mentor Stipend Paid for 2007-08
$850 High School 1* 12 11 (approx. avg.) Junior High School 1* 8 14 $1,500 Elementary School 1* NR NR NR Total 20 25 varies Source: District E 2007-2009 Cycle 1 Grant Progress Report Number 2, August 2008
Average Number of Hours Mentor Spent with Beginning Teacher/Week 5 5 NR 5 (Avg.)
*participated in the site visit
During the site visit, district administrators and principals were asked about policies, practices, and alternative funding sources that they have or could put into place in order to sustain the mentoring program in case no future grant funds are available, and what these might include. District E’s grant coordinator indicated that Title II funding is the only alternative source to continue the mentoring program.
2.8
Looking to the Future
Most of the teachers and administrators who were interviewed thought that the program was successful but that some things could be improved. When beginning teachers were asked what criteria should be part of an effective mentoring program, they suggested that a common planning period should be a requirement. They also believed it was important to have:
A mentor that teaches the same grade level,
A special education training for beginning teachers who have special needs students in their classroom,
Training about campus standards,
More meetings for all beginning teachers to discuss problems and share ideas,
Less paperwork and documentation for the mentoring program, and
Classrooms in close proximity to their mentor.
I-77