State Organized Programs

From 1984 to 1999 the number of state beginning teacher assistance programs has grown from eight to 27 (Harding, McLain & Anderson, 1999). Although the programs vary from state to state, all 27 states use mentors to assist beginning teachers. Many states require beginning teachers to go through an assistance program, while others make it optional. Seven states offer partial or complete state funding for mentor programs. Below are examples of what two states are doing to develop teacher assistance programs.

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IDAHO MENTOR PROGRAM

Providing support to beginning teachers is a high priority for the Idaho state legislature. Although Idaho had provided funding to districts through the Idaho Mentor Program since 1996, this funding was not considered adequate; teachers were simply not getting the support they needed to be effective. In 2000, the legislature passed a new law with a funding total of $2 million for districts. The new mentor program now has much more rigid standards. Any district that applies for funding must submit a comprehensive plan detailing how they plan to provide cohesive support to beginning teachers including mentoring, professional development, peer assistance, and evaluation components. Each district's program will be reviewed every three years. The state provides a set of guidelines for districts to develop their teacher assistance program. This past year, 78 districts out of 112 applied for funding.

For more information contact: Larry Norton,Idaho Department of Education,at (208)332-6884 or lnorton@sde.state.id.us

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Washington State
Teacher Assistance Program (TAP)

Since 1985, Washington's Teacher Assistance Program (TAP) at the Office of Superintendent of Public Instruction has provided state funding for beginning teacher programs. These funds are given to school districts to pay for the stipends of experienced mentors, training for both mentors and beginning teachers,and release time for participants to observe other teachers.

In the 2000–2001 school year, 2,543 educators in Washington participated in TAP. Most districts run their own programs funded by a combination of TAP and district funds. Some districts, especially the smaller ones, utilize Education Service District resources as well. The TAP funding for each participating teacher was $1,270 for 2000–2001. The stipends for mentors are 57 percent of the program budget.

In addition to the funding, TAP offers district staff assistance and resources to develop their mentoring/induction program, including training mentors to do observations. The TAP Web site (www.k12.wa.us/profed/tap) also offers numerous resources. For beginning teachers there are tips on lesson planning, and active participation strategies. For mentors, observation and feedback techniques and demonstration lessons are listed. Resources for administrators include key questions for selecting, training and supporting mentors; key questions for program content and evaluation; and a list of qualities of effective mentors. The Web site also includes as a model for districts to follow the schedule for Snoqualmie Valley School District's year-long induction program.

Currently, the TAP advisory committee is developing a set of standards that mentor programs must meet to receive funding. These standards are closely aligned with the professional certification standards. The proposed standards include:

• Clearly designated program leadership; leaders must have proficiency in instructional strategies.
  
• Sustained support for all participants including training,a clear plan to carry out the support that describes the time frame, contact hours, and implementation design.
  
• Alignment with the Continuum of Teacher Development using the Professional Certificate standards as a foundation.
  
• Clear and appropriate criteria for selection, placement,and training of mentors.
  
• Clearly defined plan for the support of new educators that includes formative observations, informal and formal contact, and a new educator's professional development plan.
  In May 2001, beginning teachers enrolled in the TAP program will be surveyed about the types of assistance they received and the effectiveness of that assistance. The results will be used to identify exemplary programs. Washington beginning teachers surveyed in 1999 said that they wished they had more contact with their mentors and that increased time with their mentors, including more observation time, would increase their effectiveness as teachers.
  The TAP advisory committee also hopes to hold a one-week mentor training academy. Sue Anderson, the TAP program director, stresses that having highly effective mentors is the single most important ingredient in the success of an effective mentoring program. "Mentors need ongoing training,and need to be recognized monetarily for their time," says Anderson.
  For more information contact: Sue Anderson, Office of Superintendent of Public Instruction at (360)586-3448 or sanderson@ospi.wednet.edu