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Experience of AgeExuberance of Youth

OEA-RIntergenerational Mentoring

Program

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OHIO INTERGENERATIONAL MENTORING PROGRAM

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Quotable Quote…

“Because we owe so much to the past, we have an obligation to pass on a world to the next generation which is a little better than the one we inherited so that those who come after, standing on our shoulders, can see a little further and do a little better in turn.”

- Robert BallCommissioner of Social

Security1962-1973

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OEA-R Mentoring Project

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OEA-R Mentoring Project

• Help ensure the professional success and retention of promising new teachers.

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OEA-R Mentoring Project

• Help ensure the professional success and retention of promising new teachers.

• Mobilize OEA-Retired teachers as mentors for OEA-Student prospective teachers and those new to the profession.

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OEA-R Mentoring Project

• Help ensure the professional success and retention of promising new teachers.

• Mobilize OEA-Retired teachers as mentors for OEA-Student prospective teachers and those new to the profession.

• A mentor can provide support, guidance and advice to help less experienced teachers become effective in the classroom.

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Mission Statement

To establish and maintain an ongoing mentorship program between OEA-Retired

and the OSEA that will continue through the members’ student teaching experience

and the first year of teaching.

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WHO CAN PARTICIPATE?

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WHO CAN PARTICIPATE?

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

Mentor participants must be member of OEA-R

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

Mentor participants must be member of OEA-R

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

Mentor participants must be member of OEA-R

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

Mentor participants must be member of OEA-R

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

Mentor participants must be member of OEA-R

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WHO CAN PARTICIPATE?

Student participants must be members of OSEA

Mentor participants must be member of OEA-R

(The “bookends” of the Association)

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The Plan

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The Plan

• On-going Commitment

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The Plan

• On-going Commitment

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The Plan

• On-going Commitment

• Freshman Year through First Year of Teaching

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The Plan

• On-going Commitment

• Freshman Year through First Year of Teaching

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The Plan

• On-going Commitment

• Freshman Year through First Year of Teaching

• Various group trainings are scheduled throughout the year to build relationships

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The Plan

• On-going Commitment

• Freshman Year through First Year of Teaching

• Various group trainings are scheduled throughout the year to build relationships

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The Plan

• On-going Commitment

• Freshman Year through First Year of Teaching

• Various group trainings are scheduled throughout the year to build relationships

• Teams meet independently or correspond via phone or email

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Project Goals

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.

• To provide support that is non-evaluative.

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.

• To provide support that is non-evaluative.

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Project Goals• To provide an OEA-Retired member as a mentor to the

OSEA student, which will continue through the student teaching experience and first year of teaching.

• To provide a mentor as a sounding board. To utilize the knowledge and experience of retired teachers in the development and training of future teachers.

• To provide support that is non-evaluative.

• To provide a flexible environment for both mentors and students without instructional requirements.

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NEA-R Mentoring Project Numbers

• 30 state teams trained• 12 states with projects in planning stages• 6 state project leaders trained to provide

technical assistance• 9 states with projects operating

– Illinois, Virginia, Kentucky, Maryland, Nebraska, Oregon, Ohio, Washington, Arizona

– Numbers as of January, 2008

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Background & Goals

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Research Results:

• Consistency of interaction impacts outcomes

• New teachers need support as much, if not more, than content-specific information

• Mentoring programs have positive impact on teachers remaining in education

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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)

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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)

• Inducted teachers use practices that improve learning (Serpal and Bozeman, ‘99)

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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)

• Inducted teachers use practices that improve learning (Serpal and Bozeman, ‘99)

• The time it takes to perform as an experienced teacher (3-7 years) is shortened (Strong et.al, ‘04)

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• Classes taught by new teachers working with mentors are more likely to improve student academics (Strong, Fletcher & Villar, ‘04)

• Inducted teachers use practices that improve learning (Serpal and Bozeman, ‘99)

• The time it takes to perform as an experienced teacher (3-7 years) is shortened (Strong et.al, ‘04)

• Induction and mentoring programs save money (Fletcher and Villar, ‘05)

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The Impact of Mentoring on Teacher Retention: What Research Says

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The Impact of Mentoring on Teacher Retention: What Research Says

• Attrition among new teachers is over 50% within the first five years

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The Impact of Mentoring on Teacher Retention: What Research Says

• Attrition among new teachers is over 50% within the first five years

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The Impact of Mentoring on Teacher Retention: What Research Says

• Attrition among new teachers is over 50% within the first five years

• Significant correlation between teacher’s likelihood of retention and scores on SAT: “best and brightest” most likely to leave

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The Impact of Mentoring on Teacher Retention: What Research Says

• Attrition among new teachers is over 50% within the first five years

• Significant correlation between teacher’s likelihood of retention and scores on SAT: “best and brightest” most likely to leave

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The Impact of Mentoring on Teacher Retention: What Research Says

• Attrition among new teachers is over 50% within the first five years

• Significant correlation between teacher’s likelihood of retention and scores on SAT: “best and brightest” most likely to leave

• School staffing problems NOT solely the result of too few teachers being trained but rather the “revolving door” syndrome- teachers leaving before retirement

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What is a Mentor?

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A Mentor…

• Encourages and assists prospective teachers

• Listens• Shares her/his passion for education • Shares her/his knowledge, wisdom and

experiences• Does NOT evaluate or judge the student

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Mentor Characteristics

• Friendly • Knowledgeable• Open-minded• Shared values• Honest• Open & Available• Good listener

• Willing to share• Willing to try• Organized• Respectful• Enthusiastic• Creative

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I NEED HELP!!!!!

• Time management• Praxis II• Priorities????• Too much too soon

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Mentor Responsibilities• Build a strong relationship with your mentee

based on trust• Communicate effectively• Maintain contact with your mentee – return

messages – check in at least twice a month• Set guidelines for communication – no calls

Saturday morning, e-mail is best, etc.• Communicate with Planning Team

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DEVELOP PARTNERSHIPS

Text

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A Mentor should …• Provide positive feedback that could answer the

“hows and whys” of teaching on a personal and professional level

• Impact one person who will make teaching a lifelong commitment

• Gain a FRIEND!

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“Meet and Greet”

• Exchange Contact Information

• Determine Best Times to Meet/Talk

• Set First Meeting

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Tips to Sustain Relationships

• Phone call• E-mail• Card/Note• Small care package• Coffee/Dessert

• Meals• See a movie• Invite to your home• Attend district

workshops• Other Ideas?

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What if your match isn’t working?

• Some matches grow easily, some need nurturing, a few never grow

• Schedule times to connect with mentee• Explore different ways to communicate –

in person, phone, e-mail, in groups, etc.• Contact Planning Team if you are troubled• Adjust expectations• Re-match

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Why Evaluate?

• Increase understanding of “best practices”

• Report to funding sources

• Enhance program effectiveness

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ARE YOU.....

• Ready to put some magic in a student’s life ?

• Ready to put a little spark into your retirement ?

• Ready to volunteer ?

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You can too

Mentors help shape the world

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