Impact of teacher mentors

A study published by the Institute of Education Sciences in the US evaluates the impact of the Retired Mentors for New Teachers programme – a two-year programme in which recently retired teachers provide tailored mentoring to new teachers – on pupil achievement, teacher retention and teacher evaluation ratings. The new teachers meet with their mentors weekly on a one-to-one basis and monthly in school-level groups over the course of the two years.

Dale DeDesare and colleagues conducted a randomised controlled trial involving 77 teachers at 11 primary schools in Aurora, Colorado. Within each school, half of the new teachers were randomly assigned to a control group to receive the district’s business-as-usual mentoring support, while the other half received the intervention as well as business-as-usual mentoring support.

The study found that at the end of the first year, pupils who were taught by teachers in the programme group scored 1.4 points higher on the spring Measures of Academic Progress maths assessment than those taught by teachers in the control group, (effect size = +0.064), and this difference was statistically significant. Reading achievement was also higher among pupils taught by teachers in the programme group, however, the difference was not statistically significant (effect size = +0.014 at the end of the first year and +0.07 at the end of the second year). The effect of the programme on teacher evaluation ratings and teacher retention was not significant, although more teachers in the programme group left after two years than in the control group.

Source: Impacts of the retired mentors for new teachers program (REL 2017–225) (March 2017), US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central.

The effects of engaging teachers

Brookings’ Evidence Speaks series recently featured an article by Susanna Loeb and Jing Liu describing the effects of teacher engagement on students’ later life outcomes. The article explains that teachers who keep their students engaged are more likely to have students attend their classes, which leads to higher graduation rates. Research shows that absence rates double between middle and secondary school, due to multiple factors including difficulty getting to school, students’ preferring to work to bring in money, and the unpleasantness of being in certain classes.  Many students only miss partial days of school, skipping classes that are either too difficult or too easy.

In order to isolate the effects of individual teachers on student attendance, Loeb and Liu examined teachers’ abilities to engage with students as measured by class-period absence rates versus whole-day absence rates. They found that teachers who improved their students’ class-period attendance rates, and therefore were deemed engaging teachers, were a positive influence on these students’ graduation rates.

Source: Going to school is optional: Schools need to engage students to increase their lifetime opportunities (2016), The Brookings Institution