Perceptions of a Statewide Mentor Program for New Itinerant Vision Professionals

Abstract

Introduction Mentoring is valuable for the retention of new teachers. This article describes a model statewide mentor program for new itinerant vision professionals who work with students from birth to age 22. The results of a recent survey of satisfaction are reported, along with implications for the field. Methods The protégés who participated in the statewide mentor program completed an electronic satisfaction survey. Of the 76 participants who had been assigned a mentor during the 2011–12 academic year, 56 responded (74%). Both quantitative and qualitative questions were included in the survey. The quantitative questions were analyzed using percentages, and the qualitative data was analyzed and put into themes using the data analysis process of triangulation. Results Seventy-one percent of the participants reported having had more than 10 interactions with their mentors over the previous year. The topics most frequently addressed with their mentors were performing evaluations (89%), locating resources (84%), and writing goals and objectives (79%). The most helpful mentoring techniques that were used included guided problem-solving techniques (70%), effective listening (68%), and the provision of teaching materials (57%). The majority of the protégés (82%) thought that their mentors had definitely contributed to the quality of their teaching. The top stressors for new vision professionals were related to organization and time management, evaluations, and collaboration with others. Discussion The results of the survey demonstrate that the mentor program had a positive outcome for the participants as new educators. It also provided information on the stressors faced by these new vision professionals. Implications for practitioners This article can serve as a model for other states that are interested in developing a mentor program for new itinerant vision professionals, and can serve as a guide for personnel preparation programs to address further the areas that the protégés identified as those in which they felt the least competent.

Practices and perceptions of German itinerant teachers in the field of visual impairment: Exploratory research focussing on three types of itinerant services

“…It was also a space where TVIs gained emotional support. This was similar to the findings of Correa-Torres and Howell (2004) and Pogrund and Cowan (2013) in the United States, who reported the value of having a supportive network of professionals and a mentor system for itinerant TVIs. For further research, clarifying factors that contribute to a good 'team' should be invested.…”

A Brief History of how and Why the Texas School for the Blind and Visually Impaired Developed Its Diversified Model of Service Delivery

“…Part of the funding package covers the Outreach Department's Mentor Program, which sponsors the Mentor Center at TSBVI. Through the Mentor Program, new professionals, called protégés, receive supplementary training and are given the opportunity to observe TSBVI's teachers while they are working with students in a variety of settings (Pogrund & Cowan, 2013). Each protégé receives ongoing support and guidance from a professional peer, an assigned mentor, who works in the same region as the protégé.…”

Mentoring jako prostředek podpory profesního učení studentů učitelství a učitelů

“…Zavádění mentoringu do škol představuje značný potenciál v rovině pedagogické (zkvalitňování výuky, růst profesního sebevědomí, self-ef icacy - Ingersoll & Strong, 2011), psychologické (podpora školního klimatu, spokojenosti v profesi, psychické pohody učitelů, prevence vyhoření) i ekonomické (snížení luktuace učitelů a odchodů z profese - Jones & Youngs, 2012;Pogrund & Cowan, 2013).…”

“…Mentoring zásadním způsobem ovlivňuje kulturu a klima školy, utváření bezpečného prostředí podporujícího spolupráci mezi učiteli, pocit sounáležitosti se školou, vzájemnou podporu a sdílení zkušeností. Začínajícím učitelům pomáhá k rychlejší adaptaci a profesní socializaci, a snižuje tak riziko odchodu z profese v prvních letech po nástupu do praxe, které je u této kategorie učitelů poměrně vysoké (Hanušová et al, 2017;Jones & Youngs, 2012;Lazarová, 2010;Pogrund & Cowan, 2013;Vítečková, 2020).…”