Mentor Survey
 

Who Responded
 
 

Survey for Individuals Who Have Mentored

The purpose of this survey is to gather your perception about issues concerning first year teacher mentoring.  If you have any questions concerning an item on the survey, please feel free to contact Freddie Kendrick at fkendrick@irvingisd.net. 

Personal Information
  First Name Last Name
Name    
School  
Grade  
Subject  
Category    Regular Education
   Special Education

1. Previously, I have been a mentor:
        Yes         No

2. For the next school year, I would like to be a mentor:
        Yes         No

3. On my last teacher appraisal, I was rated as Proficient or Exemplary:
        Yes         No

4. When is the best time for you to receive mentoring information/training:
  After school sessions
  Half day pull out sessions from school
  Full day pull out sessions from school
  Half day sessions on Saturday
  Full day sessions on Saturday
  Do not want to receive information or training
 
 

5. Mentoring Training Program

# of Hours of
Training
Received

a.

 The TxBESS Project at a Regional Education Service Center

  hrs.

b.

 Other Regional Education Service Center staff

  hrs.

c.

 University faculty

  hrs.

d.

 Public school staff or faculty

  hrs.

e.

 Structured research-based district program

  hrs.
f. Did not receive training   (check the box if no training received)

 

 

  6.  Mentor Background

a. I have been teaching between 3 and 5 years in the capacity to which I am a mentor.

 

b. When I was a first-year teacher, I had a mentor.

 

c. The first-year teacher(s) that I mentor teach the same subject and grade that I teach.

 

  7.  Process to which Teachers became Mentors

a. My school principal asked me if I would be interested in becoming a mentor to a new teacher.

 

b. I saw a district call (web site or other advertisement) for experienced teachers to become mentors.

 

c. The first-year teacher that I mentor asked me if I would be his/her mentor.

 

d. Mentors and first-year teachers are matched together by subject and grade.

 

7e. My first-year teacher and I had classrooms in close proximity to each other enabling us to communicate.

 

  8.  Training Received/Campus Support

a. The mentoring training that I received provided me with the tools, strategies and information that I needed to be an effective mentor.

 

b. I would strongly recommend the mentoring training I received to another teacher interested in becoming a mentor.

 

c. The mentoring training I received was comprehensive and thorough.

 

d. My principal was very supportive of my role as a mentor.

 

e. Other teachers and school staff supports the mentoring process.

 

  9.  Time Commitment and Compensation

a. In a typical week, I spend two or more hours talking to or assisting the first-year teacher I am mentoring.

 

b. The compensation that I receive for being a mentor was a significant factor in my desire to become a mentor.

 

c. The release time my school provided for me to meet with my first-year teacher was adequate.

 

d. My mentoring duties took minimal time away from my planning period.

 

 10.  Mentor/First Year Teacher Relationship

a. The relationship between a mentor and a first-year teacher strongly influences whether a teacher remains in the teaching profession.

 

b. I have had a strong professional relationship with the first-year teacher(s) that I have mentored in the past.

 

c. Informal face-to-face conversations between my first-year teacher and me were our primary form of communication.

 

d. My first-year teacher and I communicated online through email or instant messenger.

 

e. Occasionally, my first-year teacher observed my classroom while I was teaching.

 

f. I felt comfortable discussing teaching issues with my first-year teacher.

 

 11.  Efficiency of the Mentoring Process

a. I believe that the current mentoring process should continue as it implemented.