Attracting, retaining, and building the capacity of educators is a constant challenge for states and districts. To attract and retain teachers, some states and districts implement educator or induction mentoring programs, which research shows can have a positive impact on student achievement and teacher retention.
This webinar will highlight the features of effective teacher mentoring programs, the research on the impacts of these programs, and the benefits and challenges of implementing them. Lisa Lachlan-Haché, Ed.D., principal researcher at American Institutes for Research (AIR), will provide an overview of mentoring programs nationally and the current research on their impacts. Katy Ackley, Ed.D., of Tulsa Public Schools in Oklahoma will then share her experiences implementing strong and impactful teacher mentoring programs.
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Cohosted by the Center on Great Teachers and Leaders and REL Southwest.
Lisa Lachlan-Haché, Ed.D.
Principal Researcher, Center on Great Teachers and Leaders
American Institutes for Research (AIR)
Lisa Lachlan-Haché is a principal researcher at American Institutes for Research (AIR), where she leads and provides expertise for a variety of educator quality research, evaluation, technical assistance, and policy efforts, including the Center for Great Teachers and Leaders, the California Comprehensive Center, the Teacher Incentive Fund Network, and AIR’s educator effectiveness initiatives. This work includes providing support to states and districts in implementating systems for teacher professional learning and growth, including mentoring and induction. Her work has resulted in numerous publications, including Targeted Comprehensive Induction for Urban Educators: An Exploration of Teacher Motivation and Retention in the New Educator and The Evolution of New Teacher Induction Policy: Support, Specificity, and Autonomy in Educational Policy.
Katy Ackley, Ed.D.
Director of New Teacher Support
Tulsa Public Schools, OK
The following resources provide the research basis for the webinar.
- DeCesare, D., Workman, S., & McClelland, A. (2016). How do school districts mentor new teachers? (REL 2016–125). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. https://eric.ed.gov/?id=ED565612
- Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88 (638), 28–40. https://eric.ed.gov/?id=EJ747916
- Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://eric.ed.gov/?id=EJ923890
- Jucovy, L. (2007). The ABCs of school-based mentoring: Effective strategies for providing quality youth mentoring in schools and communities. The Hamilton Fish Institute on School and Community Violence & The National Mentoring Center at Regional Educational Laboratory Northwest. Retrieved from http://educationnorthwest.org/sites/default/files/abcs.pdf
- New Teacher Center. (2016). Support from the start: A 50-state review of policies on new educator induction and mentoring. Santa Cruz, CA: New Teacher Center. Retrieved from https://newteachercenter.org/wp-content/uploads/2016CompleteReportStatePolicies.pdf
- Schmidt, R., Young, V., Cassidy, L., Wang, W., & Laguarda, K. (2017). Impact of the New Teacher Center’s induction model on teachers and students. (Research Brief). SRI Education. Retrieved from https://newteachercenter.org/wp-content/uploads/NTC_i3-Validation-eval-brief_062017_final.pdf
- Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. New York, NY: Teachers College Press. https://eric.ed.gov/?id=ED522923