More mentoring needed for new teachers, report says
Miriam Gottfried

CHICAGO, IL (2007-01-25) New teachers in Chicago Public Schools need more guidance in their early years in the classroom.

A report by University of Chicago researchers showed novice teachers who received strong levels of mentoring and support were about 50 percent more likely to stick it out at their schools.

The Consortium of Chicago School Research did the study.

John Easton, the Consortium's executive director, described the types of support teachers need.

"There needs to be a flexibility and an individualization," he said. "But it's also clear that the more intensive contacts, the more help in the classroom, the more direct feedback that teachers get, the more beneficial they find it."

Barbara Eason-Watkins, Chicago Public Schools chief education officer said the study confirmed what officials already knew.

The district recently started an intensive mentorship program for teachers in a group of South Side schools with high teacher turnover rates.

Eason-Watkins said the district is looking for funding to expand the program.

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