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.
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.
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.
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.