MENTOR PROGR AM
A Proven Difference
M
entors make a proven difference in teacher retention.
According to a federal study by the National Center for
Education Statistics (NCES), 92 percent of first-year
teachers assigned a mentor returned to their classroom.
Academic Dean Dr. Dawn Ruff, Associate Head of School-Education
Dr. Marcia Sutton, and Director of Human Resources Andrea Emigh
collaborated to build the inaugural, and clearly impactful, CPA Mentor
Program.
“New teachers were able to assimilate more quickly into the CPA
community through our “Mentee Days,” three days that were set aside
for new-to-CPA,” notes Dr. Ruff. “The teachers were provided with the
professional development the faculty had learned the previous year. New
teachers were surveyed before and after each Mentee Day to determine
what information they needed most and what was helpful. The feedback
has been very positive, and our new teachers have given us insights that
will continue to improve the on-boarding process.”
“Nationally, there are too many incredible teachers leaving the
profession after just a few short years, “ reported Dr. Sutton. “We wanted
to fill the gaps. When we came together to discuss the needs of new
teachers to CPA, we believed that with all of us working together, we
would not only stop educators from leaving the teaching field, but also
make the program an outstanding experience for building community
and growing educators.”
And the benefits of the program are mutual: new teachers learn critical
information quickly from experienced teachers, and teachers from other
educational institutions or from an advanced education degree program
share best practices and innovations from the broader educational
community.
“We heard feedback from our first-year faculty that CPA’s culture can
be daunting to learn and navigate as a new employee. The mentor program
has helped address that challenge by providing quicker integration into
CPA’s culture and community. By having a mentor to help build rela-
tionships and answer questions throughout the year, deeper connection
happens quickly,” comments Andrea Emigh.
How does the program work?
In June, new teachers are paired with their mentor and meet for ori-
entation. Together they go through on-ramp checklists with helpful
information. Everything from “Where do I park?” to discussions on assess-
ment guidelines and procedures are covered during the first semester on a
regular check-in schedule.
Smaller groups of mentors/mentees meet every month throughout
the school year to answer questions, cover important information, and
continue building relationships. Professional Development sessions spe-
cifically designed for the mentor program take place in October, January,
and April.
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Purple & Gold / September 2018
And the best proof of success comes from the participants
themselves:
“I have benefited my entire career from mentor relationships. It is
a blessing to be able to mentor a younger teacher, and she is so full
of energy and new ideas. To help her negotiate new waters in order to
maximize her classroom and team impact during her first year is a double
blessing for me. It has been a relationship that gives in both directions.”
—Carey Dincauze, Eighth Grade English Chair
“The New Teacher Mentor Program is an excellent way for new
teachers to connect while navigating many new pieces of information. It
allows participants to ask questions on a day-to-day basis and interact
with someone who has broad knowledge of all things CPA. My mentor
was an excellent resource, and we have become better friends and
colleagues this past year. It’s a great idea to support new teachers!”
—Amy Tayes, Instructor of Third Grade