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.
AISD REACH supports educators with mentoring and professional development opportunities, and rewards teaching in high needs schools, achieving student learning objectives, and schoolwide growth. This report highlights program successes since 2007-08.
Educators in REACH schools participated in focus groups and surveys about their experiences. Attitudes regarding the program and its elements were largely favorable, despite some challenges.
Professional Development Units (PDUs) were new to the REACH program in 2010-2011. This report summarizes participants' experiences with PDUs and the influence of PDUs on student performance on TAKS and Student Learning Objectives.
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.
This report examines TAKS growth for teachers who established and met individual and/or team Student Learning Objectives (SLOs) in 2010-2011. Results are inconsistent regarding the overall influence of SLOs on student growth.
This report summarizes REACH participants' attitudes toward key program elements and activities in Fall 2009 and Fall 2010. Participants' opinions were stable over time.