Executive Summary:
A Report on Preservice and Mentoring Programs in Arizona for
Mathematics and Science Teachers

Arizona Board of Regents:
Eisenhower Mathematics and Science Program
August, 1998

Julie A. Luft, University of Arizona
Wylie Cox, University of Arizona

Executive Summary

The Report on Preservice and Mentoring Programs in Arizona for Mathematics and Science Teachers was a study conducted through the support of the Arizona Board of Regents: Eisenhower Mathematics and Science Program to uncover new science and mathematics teachers' perceptions about their preservice and mentoring programs. In addition, this project surveyed all school districts in Arizona to determine the presence and composition of mentoring programs for mathematics and science teachers in their first, second, or third year of teaching (induction years). It is through these kinds of examinations that the status of preservice and mentoring programs can be determined, while providing direction for university and school district reform in regard to science and mathematics teacher preparation.

Collection of Information

During the spring of '98, each school district in Arizona was contacted to obtain information about mentoring programs for induction mathematics and science teachers. If a mentoring program existed, the contact person for each district's program was sent a form that asked for information on the structure of the mentoring program, selection of mentors, training of mentors, and additional programs for new teachers. A total of 256 districts were contacted and 189 districts provided information on mentoring programs for new teachers. Thus the response rate was 74%.

In addition, each district was asked how many first, second, and third year mathematics and science teachers they employed. Identified teachers were sent a survey in which they evaluated their preservice and mentoring programs, and provided information about themselves. An estimated total of 395 new mathematics and science teachers received surveys and 186 teachers returned the surveys. Thus a response rate of 47% was achieved.

Results

The following are general findings. A more extensive report of the findings can be acquired from the Arizona Board of Regents: Eisenhower Mathematics and Science Program office in Phoenix, Arizona.

General Findings

1. New mathematics and science teachers are not receiving adequate support during their first three years. Of the districts who provided information about their mentoring programs, only 20% indicated that a formal program was in place for new mathematics and science teachers. Of the formal programs described, 68% lasted for one year.
      
2. Small districts (school districts with less than 600 students in K-8 or 9-12) are less likely to have mentoring programs than large districts.
      
3. Universities and school districts do not have a reliable mechanism to monitor graduates and new teachers. Throughout this project it was extremely difficult for universities to report on the location of their recent graduates, and it was difficult for school districts to identify new mathematics and science teachers. Best estimates were often given instead of providing actual numbers.

New Mathematics and Science Teachers in Arizona

1. 75% of our new mathematics and science teachers are from in-state training programs, and 58% of our new teachers are in their first career.
      
2. 83% of our new mathematics and science teachers are beginning their teaching careers with bachelor's degrees (as opposed to Masters or Doctoral degrees), and 59% are between 20-30 years of age.
      
3. A high number of new teachers are teaching mathematics and science classes in which they do not have a major. In mathematics, 55% of new teachers reported teaching classes in which they did not have a major. Similarly, in science, 40% of new teachers reported teaching classes in which they did not have a major. There is no difference between large and small districts in the numer of new teachers in science and mathematics who are teaching out of field.

Formal District Programs as Reported by School Districts

1. Of the districts who reported having formal mentoring programs, 76% required mentors to receive mentor training prior to working with new teachers.
      
2. Mentors are compensated in different ways with 32% receiving career ladder credit and 29% receiving extra pay. Unfortunately, 27% of the mentors are not compensated.
      
3. Districts require varying numbers of observations by mentors: 22% require weekly visits, 32% require monthly visits, and 27% let the mentor decide.
      
4. Only 20% of the districts that have mentoring programs that require that new mathematics and science teachers be mentored by teachers in similar fields.

New Teachers on their Preservice Programs

1. Overall, new mathematics and science teachers rated their preservice programs as Superior. In addition, new mathematics and science teachers gave Superior ratings to the training they received in lesson planning, the content knowledge provided in their preservice program, the instruction of the content courses, and the pedagogical knowledge they acquired during their preservice program.
      
2. Overall, new science and mathematics teachers gave Adequate ratings to the training they received in being a reflective practitioner, the instruction of education courses, the specific content of mathematics/science courses, the specific content of education courses, and instruction pertaining to assessment and working with diverse student populations.
      
3. Overall, new mathematics and science teachers gave Adequate to Poor ratings to the training they received in classroom management, the instruction they received pertaining to the National Mathematics/Science Standards, and the utilization of technology in the classroom.
      
4. New mathematics and science teachers reported several strengths in their preservice program: 31% indicated the faculty, 27% indicated student teaching, and 14% indicated the methods/lesson planning courses.
      
5. New mathematics and science teachers indicated several areas where they would like their preservice program to provide more information. These include: classroom management (33%), the use of educational technology (16%), assessment (14%) and specific mathematics and science methods (13%).

New Teachers on their Mentoring Programs

1. Overall, new teachers reported their mentoring programs as Adequate.
      
2. The more a new teacher was visited by a mentor, the higher the mentoring program was rated by the new teachers.
      
3. New teachers who had mentors were more likely to be professionally active.
      
4. New mathematics and science teachers reported different strengths in their mentoring program: 26% indicated they had a good mentor, 31% felt they received useful feedback, and 26% valued the communication with another teacher.
      
5. 34% of induction mathematics and science teachers reported meeting with their mentors weekly, 12% reported meeting biweekly, 22% reported meeting monthly, and 23% reported not meeting at all.
      
6. 57% of new mathematics and science teachers would like their mentoring programs to have better meetings or workshops, and more mentor observations.
      
7. New mathematics and science teachers not in mentoring programs frequently reported seeking out an informal mentor.

Implications and Suggestions

In this examination of induction science and mathematics teachers in Arizona it was found that preservice programs and mentoring programs are assisting new teachers and they can be further reconfigured to better meet the needs of new teachers. In order to advantageously serve induction mathematics and science teachers, the following should continue:

• Districts who have formal mentoring programs should continue these programs. New mathematics and science teachers who were involved in mentoring programs did benefit from them in terms of instruction and assistance.
     
• Mentoring programs should continue to provide training and some type of compensation to mentor teachers. Mentor training is essential in the development of quality mentors, and compensating mentors reinforces the importance of being an available and assistive mentor.
     
• Mentoring programs should continue to set standards for numbers of visitations. New mathematics and science teachers valued the visits by their mentors, and the visits ultimately had some affect upon their development as professional educators.
     
• Mentoring programs should continue to hold regular meetings for new mathematics and science teachers. These meetings reduce the isolation of teaching and provide opportunities for new teachers to discuss areas of concern.
     
• Assessments of preservice programs and induction programs should be conducted every few years to assist in the on-going review and revision of preservice and mentoring programs.

In order to better prepare and meet the needs of new science and mathematics teachers, the following should be considered:

• Induction programs should be collaboratively developed and conducted by university and school district personnel in order to assist new teachers in retaining their prior experiences with effective practice, yet easing their transition into the school culture.
     
• Induction mathematics and science teachers should participate in mentoring programs with a mentor in science or mathematics, as a substantial number would like additional information about instruction and a substantial number are teaching courses that are out of their area.
     
• Preservice and mentoring programs should provide additional information about classroom management, educational technology, and student assessment.
     
• Induction programs should provide ample follow-up that includes multiple observations with feedback and addresses new teachers' immediate needs with a mentor that is supportive and compensated.
     
• Induction programs should continue beyond a mathematics or science teacher's first year in order to support the professional development of the new teacher.

The Regents | The Universities | For the Student |  For Faculty | For Parents | Special Programs |
 Administrative/Staff | Government/Legislative  | FAQ | Site Index/Map

Contact us
Arizona Board of Regents
2020 N. Central Ave., Suite 230
Phoenix, AZ 85004-4593
Telephone: (602) 229-2500 / Fax: (602) 229-2555