Table Of Content

DOCUMENT RESUME SP 035 270 ED 370 925 Mentor Teacher Internship Program, 1992-93. OERA TITLE Report. New York City Board of Education, Brooklyn, NY. INSTITUTION Office of Research, Evaluation, and Assessment. PUB DATE 93 NOTE 44p. Evaluative/Feasibility (142) Reports PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE *Beginning Teacher Induction; Classroom Techniques; DESCRIPTORS Elementary Secondary Education; Inservice Teacher Education; Internship Programs; *Mentors; *Program Effectiveness; *Program Evaluation; Program Implementation; *Teacher Interns; Teacher Persistence Experienced Teachers; New York City Board of IDENTIFIERS Education; *New York State Mentor Teacher Internship Proiram; *Protege Mentor Relationship; United Federation of Teachers ABSTRACT The Mentor Teacher Internship Program (M.T.I.P.) represents, a collaboration between the Board of Education of the City of New York and the United Federation of Teachers. The program establishes a relationship between an experienced mentor teacher and a newly hired uncertified teacher. This report evaluates the 1992-93 M.T.I.P., discusses the program's implementation, analyzes outcomes, and based on findings, makes specific recommendations. Evaluators of the Board's Office of Educational Research (OER) sent survey questionnaires to all mentors (N=864) all interns (N-1,264), and a control group of 100 new teachers who were eligible for the program but had not been matched with a mentor. Mentors who responded to the questionnaire (a total of 542) noted a number of benefits that accrued from.the program. They typically rated the program highly on its effectiveness in increasing their professional satisfaction and their coaching skills. New teachers who responded (N=516) also indicated that the program had beneficial effects. Five tables display mean ratings of comfort in academic areas by mentored and unmentored respondents; national norms and scores of M.T.I.P. respondents on the Maslach Burnout Inventory Subscale; intention to teach of mentored and unmentored respondents; intention to teach of interns who began participation in M.T.I.P. in 1992 or 1993; and intention to teach of interns whose teaching area did or did not match that of their mentor. (LL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** . 1167-1- INTERNSHIP PROGRAM MENTOR TEACHER 1992-93 DEPARTMENT OF EDUCATION U 011C of Educaumal RsesIC WWI Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERT) 0 this 60Cument hot been roroductott es rttcivikl from thy person or organitatton onginatino it. 0 Minor chantiOil haul NW mat* to motors moroduCtiO Ouslity CM nts of row°, opinions stetisd in MN docu- mem do itOt nocessonly rOrerit Ottlietal TO THE EDUCATIONAL RESOURCES OERI position Of Cy INFORMATION CENTER (ERIC)" SP INTERNSHIP PROGRAM MENTOR TEACHER 1992-93 BOARD OF EDUCATION NEW YORK CITY Carol A. Grower President kene tl. impeuluert Vice Preskient Victor Gotham Michael J. retrides Luis 0. Reyes riinfa Segarra-Véles Dennis M. Walcott Memben Andrea Schlesinger Studcat Adviscuy Member Ramon C. Cortines Chancellor 9/13/93 Maim tbs boldface. calor. au& steducaloa sat to diwrinlaste is alscatlasal atOmarawYadtaly Isdia sanal arlasistke. sem is bwalloppiicaadlt aa. ameba slim VSqUhSd by of mad baramatat. is nwlatala as sirboanrat fru aid 0butar, Oft* acesiks, awl aaploysaut Imelda dIrscamlbs listadas A. Mesabi WU somata' iswi may be 935.3320. Teisplaas a 1 iw. kapidas Opp=1,111 10 Us Mat Morn 601, Isboblia. lin Walt 11201, bpi EXECUTIVE SUMMARY represents Internship Program (M.T.I.P.) The Mentor Teacher New Education of the City of between the Board of a collaboration The purpose (U.F.T.). Federation of Teachers York and the United and confidential establish a supportive of the program is to and a newly experienced mentor teacher relationship between an the M.T.I.P. is The overall goal of teacher. hired uncertified retain and to develop and instruction for the students to improve schools. York City public teaching force in the New an effective Education was at the Board of Coordination of the program These staff Office of Special rrograms. carried out by the training, and materials to technical assistance, members provided high school-based and the district or districts, high schools, (MASCs), which recommended Selection Committees Mentor Advisory the superintendent. mentor-intern matches to mentors and interns were to stipulated that all Program guidelines These four periods periods per week. receive four mentoring in the intern's in which the mentor was included two periods intern conferred periods in which the classroom and two other classroom of the mentor or visited either the with the mentor and tuition- offered interns a The program also that of a colleague. both and offered mentors graduate-level course free after-school 18-hour peer coaching course. orientation and an a two-hour Office of Educational of Education's Evaluators of the Board the mentors questionnaires to all of survey Research (OER), sent control group of 100 new interns (1,264), and a (864), all of the but had not been eligible for the program teachers who were also mailed survey OER evaluators matched with a mentor. the 39 U.F.T. district liaisons and questionnaires to the 40 district representatives. questionnaires had taught responded to the The mentors who public schools and New York City of 20 years in the an average master's degree plus master's degree or a typically had either a in the program in not participated The majority had 30 credits. schools had indicated that most Mentor responses the past. in which mentors mentor-intern model, adopted the recommended their interns were in the same school as currently teaching intern or five periods periods a week to serve one released three the mentors Substitute coverage for two interns. a week to serve coverage as mentors rated that in a variety of ways; was provided close to excellent. had questionnaire generally responded to the The interns who schools and York City public previously in the Aew not taught either The majority lacked bxchelor's degree. typically had a credits and both the education education credits or the required State teaching required for a New York the teaching experience certificate. implement and complex program to The M.T.I.P. was a interns noted a number of Both mentors and maintain. lack of time to scheduling problems and difficulties, including mentors and interns In addition, both devote to the program. Although the program. of the late start of noted disadvantages time in early November indicated a start-up program guidelines to the OER majority of the respondents 1992, in fact, the their participation that they had begun questionnaire indicated disruptive to commented that it was Some of the mentors in 1993. assignments necessitated students when program both teachers and the school year. the beginning of schedule changes after the interns suggested the mentors and of Further, a number of beginning at the start of could be improved by that the program support is most in need of when the new teacher the school year, and guidance. that the program had mentors indicated Overall, however, the responded to The mentors who beneficial effects. had a number of received benefits that they noted a number of the questionnaire its the program highly on They typically rated from the program. satisfaction and their professional effectiveness in increasing of the mentors noted Moreover, a number their coaching skills. of improved their own sense in the program had that participation them helped them by giving their interns had worth and that literature, teaching and by sharing feedback on demonstrations noted The mentors also and lesson plans. techniques, curriculum, from the interns had received benefits that the a number of highly on its the program They typically rated program. ability to instruct, to the interns' effectiveness in improving They also with the system. classroom, and to work manage the the effectiveness in improving highly on its rated the program the following year. of teaching in interns' probability also the OER questionnaire who responded to The new teachers effects. had had beneficial indicated that the program the had taken one of of the respondents Approximately one-third reported that the course courses and after-school graduate-level would help professional development-and to their had contributed In addition, requirements. their certification them to complete during the mentored improved more who had been new teachers managing in such areas as their comfort level school year in mentored. who had not been than new teachers their classrooms more likely mentored were somewhat who had been Moreover, those they intended to mentored to say that had not been than those who five years schools for the next York City public teach in the New teach for a they intended to likely to say that and somewhat less time. shorter period of U. 6 most indicated that the program was Analysis of the data in the teachers who had participated beneficial for those new Mentors who had begun to longer period of time. program for a 1993) saw the program as in 1992 (rather than coach their interns interns' ability to manage in improving their more effective teachers who had begun to Moreover, the new their classrooms. likely to than 1993) were more participate in.1992 (rather five years. to teach for the next indicate that they planned was data indicated that the program Further analysis of the whose teaching area for those new teachers also most beneficial teaching area New teachers whose mentors. matched that of their plan to more likely to that of their mentors were was the same as the next five City public schools for teach in the New York years. makes the of the evaluation, OER Based on the findings recommendations. following specific teaching skills and probable Data on both interns' beneficial effect of the retention indicated the should be continued. This beneficial program M.T.I.P. the two-hour mentors did not attend In 1992-93, many However, a vumber of them. orientation provided for that a joint mentor/intern the mentors suggested M.T.I.P. should helpful. orientation would have been begins for joint allow time before the program sessions as well as mentor mentor/intern orientation orientation sessions. of the beneficial effects M.T.I.P. data indicated subject area interns according to matching mentors and and attempt to match mentors The MASC should taught. This would criteria as possible. interns on as many curriculum and other facilitate communication on mentor and intern. pertinent matters between effects of indicated the beneficial M.T.I.P. data school experience early in the beginning the mentoring close to the should be implemented as year. This would allow possible. beginning of school year as and want it guidance when they need interns to receive most. iii ACKNOWLEDGEMENTS Educational by the Office of This report was prepared of the Board Evaluation Unit (0ER/H.S.E.U.) Research High School direction of Dr. City of New York under the of EduCation of the Linda Solomon for coordinating Special thanks to Dr. Lori Mei. report instruments, data analysis and the evaluatio71, designing collection. for assistance in data writing and Barbara Dworkowitz Dr. Lori Mei Research Office of Educational Room 740 110 Livingston Street, 11201 Brooklyn, New York iv TABLE OF CONTENTS Page EXECUTIVE SUMMARY iv ACKNOWLEDGEMENTS INTRODUCTION I. 1 Program Background 1 Program Components 3 Evaluation Methodology 3 Scope of This Report 4 PROGRAM IMPLEMENTATION II. 4 Participants 7 Organization and Administration 11 M.T.I.P. Activities 19 III. OUTCOMES 19 Mentors' Outcomes 20 Interns' Outcomes 25 Burnout Inventory Interns' Responses to 27 Retention of Interns 32 CONCLUSIONS AND RECOMMENDATIONS IV. LIST OF TABLES Page Table 23 in Academic Areas Mean Ratings of Comfort 1 Respondents by Mentored and Unmentored 26 Respondents' Mean National Norms and M.T.I.P. 2 Subscale Scores Maslach Burnout Inventory 29 and Unmentored Intention to Teach of Mentored 3 Respondents 30 Who Began Partici- Intention to Teach of Interns 4 1993 pation in M.T.I.P. in 1992 or 31 Whose Teaching Area Intention to Teach of Interns 5 of Their Mentor Did or Did Not Match that vi JO