Matched with beginning teachers according to grade level and subject matter expertise, mentors advise first and second year teachers. Mentors meet weekly with each novice for approximately two hours before, during or after school providing mentees context specific support. In addition, new teachers receive release days for observation of other teachers, curriculum planning, and self-assessment. A monthly seminar series serves as a network where these novice teachers share accomplishments and challenges with peers. Special attention is paid to literacy, language development, strategies for working with diverse student populations, and the needs of English language learners.
Advisors help the beginning teachers collect and analyze evidence of their classroom practice.
This collaborative self-assessment is then used to develop an Individual Learning Plan focused on specific standard areas. Mentoring new teachers is complex and demanding work that involves learning skills other than those classroom teachers possess. Mentors receive a half-day orientation to the program and two days of foundational training, followed by weekly staff development at Friday morning staff meetings. Program development is guided by a formative process of program evaluation, annual peer review activities involving other BTSA programs in the region, as well as external program evaluation conducted by the California Educational Research Cooperative at the University of California-Riverside. A pilot research study in the area of literacy development has shown that student achievement in new teachers' classroom matches that of students taught by veteran teachers.