Intensive Mentoring Helps New Teachers in the Lansing School District

by Scott B. Carlin, Doctoral Student, Teacher Education, Michigan State University

In Deborah Britzman’s 1991 book, Practice Makes Perfect: A Critical Study Learning to Teach, she discusses the widespread cultural myth that “teachers are self-made.” This myth is perpetuated by the fact that new teachers, too often, do most of their work behind closed classroom doors. Some new teachers are isolated from peers and avoid seeking the assistance they need for fear of being viewed as incompetent. It is important to note that many beginning teachers also become secluded due to the culture of their school, not necessarily because they choose to work autonomously. To reverse this trend, it is critical that every new teacher be given the opportunity to be actively mentored during the induction years.

Launch Into Teaching (LIT) is an intensive mentoring program developed jointly by members of Michigan State University’s (MSU) Teachers for a New Era Project, the Lansing School District’s superintendent and administrative team, and the Lansing Schools Education Association (LSEA). The program is designed to help new teachers be successful and overcome challenges, especially those in urban areas. At the start of the 2006-07 school year, 29 first, second, and third-year teachers—along with 11 veteran teachers—were part of the program, which reaches a majority of the buildings within the Lansing School District.

The LIT process differs from traditional practice, where mentors have no formal direction, in that LIT mentors are required to spend substantial time observing new teachers and offering feedback. Without regular, weekly observation, it is difficult for mentors to sufficiently help new teachers.

The LIT program begins with veteran teacher training. Veteran teachers meet with MSU personnel for six hours each month during the school year for help with their mentoring techniques. They also visit mentees in classrooms several hours every week to observe, co-plan, co-teach, and model teaching skills. After each teaching observation, the mentor and beginning teacher have a post-conference session to discuss classroom practice. In addition, on a monthly basis, each mentor meets with his or her three mentees together and conducts a Beginning Teacher Study Group to discuss common issues and develop strategies. Furthermore, local Lansing principals participate in study group meetings to learn how to best support new teacher growth.

Much of the curriculum for these study groups comes from the ASSIST Web site, http://assist.educ.msu.edu/ASSIST, which is a comprehensive site designed in partnership with the Michigan Department of Education (MDE), MSU, and the University of Michigan, and directed by Dr. Randi Stanulis and Dr. Barbara Markle from MSU. Topics studied on the ASSIST Web site include classroom management, student engagement, assessment, curriculum planning, and stress management.

The initial LIT program group consisted of three teachers from each of the following disciplines: elementary, special education, science, math, and English content areas. For the participants involved, the program has been a resounding success. Each of the teacher participants reported that they felt fully supported by their mentors. All of the mentee participants requested to take part in the program for a second year. Moreover, MSU has increased the number of beginning teachers in the program, while also extending the subject areas to include social studies.

“There is nothing I can say that my mentor hasn’t done for me,” said one new teacher in the program. “She was my saving grace. The first week of school I wanted to quit. She made me believe in myself and want to continue to grow as a teacher. I am extremely blessed to have had her with me this year.”

As many teachers experience firsthand, teacher education does not end upon commencement. The LIT program helps to demonstrate that new teachers have a better chance for success if they work together and share experiences with others in the field. If it does little else, the program may just help to shatter the dangerous myth that all teachers are indeed “self-made.”

For more information, contact: Scott B. Carlin, Doctoral Student, Teacher Education, Michigan State University, (517) 803-5037, carlinsc@msu.edu or visit http://assist.educ.msu.edu/ASSIST.

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