Mentor Model Overview

The Alaska Statewide Mentor Project (ASMP) is built upon the nationally recognized model developed at the New Teacher Center (NTC). This research-based program has been shown to develop reflective teachers who are responsive to the diverse cultural backgrounds of all students.

Many studies have shown that there is a problem with teacher turnover brought about because of a "revolving door" of teachers. About half of new teachers in the U.S. leave the profession within their first five years. Research on early career teachers who have received mentoring from the ASMP shows that after five years, over 94% of teachers are still teaching. Additional research shows that mentored teachers not only stay in the profession longer than other teachers, but they achieve greater professional efficacy over the course of their careers, with greater gains in student achievement.

Overall, the average retention rate of ASMP teachers fluctuates around 79%, based on the number of first- and second-year, rural and urban teachers. Those who remain at the same school comprise the largest group each year, with far fewer moving between schools or moving to new districts, as shown in the following table. Prior to the implementation of ASMP, the historical retention rate for new teachers in the districts we serve most averaged about 68% over five years.

Retention Rates by Category 2004– 05 2005– 06 2006– 07 2007– 08 2008– 09 2009– 10 2010– 11 2011– 12*
Overall 79% 78% 77% 81% 79% 87% 82% 74%
Same school 71% 71% 66% 72% 69% 73% 75% 66%
Same district 7%   5% 5% 7% 6% 3% 3%
New district 1% 7% 6% 4% 3% 8% 4% 5%
Rural   74% 72% 78% 77% 86% 78% 74%
Urban   92% 93% 91% 86% 89% 92% 80%
Year 1   76% 96% 84% 83% 90% 84% 77%
Year 2   81% 69% 77% 75% 85% 79% 71%

*final data collection in progress, 84% response rate

The ASMP mentoring model includes:

  • Exemplary retired teachers who mentor first and second-year early career teachers (ECT). (Each mentor works with approximately 15 early career teachers)
  • On-going professional development for mentors, through eight, week-long Mentor Academies over a two-year period.
  • Formative assessment tools to guide mentoring activities and keep ECTs focused on teaching standards and student learning.

There are two keys to the NTC Model. See the New Teacher Center website to learn more about the Mentor Professional Development and the Formative Assessment System.