This report provides a longitudinal overview of the AISD Reach mentoring program and its relationship to beginning teacher effectiveness and retention.
This project combines qualitative and quantitative data to provide a comprehensive examination of mentoring practice in an attempt to understand the ways in which mentoring leads to positive outcomes for beginning teachers and their students.
Overall 2011 retention rates for REACH teachers were not significantly higher than that of similar non-REACH peers. However, data suggest that the intensive mentoring program is making a greater impact on novice teacher retention each year.
High-quality intensive mentoring for novice teachers is one of the most critical support elements of REACH. This report illustrates activities mentors conducted in 2009-2010, novice teacher retention results, and mentoring program ratings.