Breaking Bad: Mentoring New Music Educators Madalyn Hilliard, TRST Polk County Fine Arts Department

Why are we losing bright, young educators? ▪Are they prepared with their post secondary education? ▪Are we honest in recruiting? ▪What support do they need in the first year? – Where does the support come from… ▪District, State or Nation ▪Institutions that conferred the degree ▪Local schools

Think – Pair - Share What is your biggest challenge with teacher retention? Why do you think this?

What they say in exit interviews: ▪Lack of Respect ▪Salary ▪Personal Reasons – Individual Stress – Work & Life Balance issues – After Hours work – Cannot imagine this emotional stress for years ▪Richard Ingersoll, “Revolving Door of Teachers Cost Schools Billions Every Year”

New teachers: 4 of 10 quit within a year ▪11,000 teachers nationally are leaving the profession before they have really begun their career. ▪Exodus of new recruits has almost tripled in six years. – Crisis in teacher supply in a profession that has become ‘incompatible with normal life’. Mary Bousted, general secretary of the Association of Teachers and Lecturers Retention % %

According to the California New Teacher Project our mentees are in the 3 rd stage of their first year of teaching. The Disillusionment Phase

What can we do to retain our teachers? ▪Help them find and use ‘lifelines’ – Cooperating Teacher (from internship) – Professor from college – Network in district/state ▪Professional Development specific to their content/area ▪Nurturing mentors

Who are good mentors? ▪Teachers who have a ‘heart’ for young educators. ▪Those who have a passion for our profession. ▪Remember what it feels like to be in a ‘new’ situation. ▪Value new educators and what they bring to education and our society. ▪Positive individuals with 5 years experience. ▪Teachers who can take care of business. ▪Stay current with our profession. ▪Value the difference that we make in students lives. ▪Meet deadlines in a scholarly manner. ▪Willing to serve! Busy teachers often make the BEST mentors.

Organization of Mentoring LOCAL SCHOOL?DISTRICT-WIDE?ALUMNI ORGANIZATIONS? STATE & NATION? We have chosen to do this county-wide through our Department of Fine Arts Office.

Department of Fine Arts Mentoring Program Possible Matches 1.Subject Area & Level 2.Geographical Area 3.Within a ‘feeding pattern’ 4.Styles of teaching and background Why? 1.Understanding of subject and unique elements at this level. 2.No additional burden for mentor or mentee with driving 3.If #1 is not available the ‘feeding pattern’ would be the next choice. 4.Ease of work with commonality.

This is what we do! Mentors  Invite teachers to be mentors. Letter of invitation with outline of responsibilities. May accept or reject this leadership role.  Meet their Mentee at Contact Day with time to get acquainted.  Exchange contact information  Establish formal meeting dates New Teachers “Mentee” ▪Given a Mentor by Contact Day ▪Encouraged them to share contact information ▪Remind them of their ‘lifelines’! – Mentor – Dept. Of Fine Arts – Arts teacher at their school – Cooperating teacher from internship – College or university personnel

Mentor’s Guidelines 1.Get to know your mentee at beginning of the year. 2.Call them on the Friday before school starts 3.Check with them the BEGINNING and END of first week of school. 4.Call or your mentee on the first Wednesday of each month. (minimal) 5.Remind them well in advance of due dates (particularly with All-State and MPA’s) and assist them when possible. 6.Lead by example: attend all component meetings and all professional development provided by the district. (FOA, FBA, FVA, etc.) 7.Attend their concerts or performances 8.Contact the mentoring facilitator should a problem arise or you think one is brewing. 9.There are periodic meetings for new teachers. When appropriate you may be invited to attend. 10.Be there for your mentee. We are family!

Madalyn Hilliard