Ep 54 | Do New Teachers Get Mentors? [RELOADED]

SPEAKER_02 0:00

So much of what they do is counseling, listening. And just because you can't fix a problem, just I hear you. I hear you. And being that person, I mean, that's the definition of mentorship.

SPEAKER_01 0:22

Welcome to the Voices United in Education podcast. Each week we showcase the teachers, administrators, and community members who go the extra mile to contribute to the success of every student in Escambia County. You'll meet the real people behind the titles and learn about the amazing resources to support every student's success. Starting a new profession can be daunting, and it's no secret when it comes to a teaching career that not everything you need to know is covered at your university. My next guest is a Pensacola local helping connect new teachers and seasoned pros. She's the Employee Services Coordinator at the START program, Successful Teachers Assisting Rising Teachers. It's a year-long mentorship program designed for new teachers. Today she's going to share how supporting teachers support students in Escambia County Public Schools. Community investor, relationship cultivator, Tate High graduate, Caroline Gray. Thanks for being here.

SPEAKER_02 1:26

Thank you. What a great uh introduction. I really appreciate that.

SPEAKER_01 1:31

Absolutely. You deserve it. When I learned about this program, I was like, yes, oh my gosh, this is what we need. So it's brilliant. Can you tell me like the backstory of how it got started?

SPEAKER_02 1:40

Sure. Um, actually, a a former teacher of mine, um, Miss Kelly Crostag and KK Owen, she's now a retired educator, Keith Leonard, there were lots of names in the development of this program. And it's it's a a copycat program of something called the Toledo Plan. Um, they traveled up to Ohio in in 2010, 2011, and and the the part that we decided in the state of Florida, no one is allowed to evaluate. Teachers cannot evaluate other teachers. That's where it gets it, it it got very specific because that's what we were creating. We were generating something where teachers were telling other teachers, hey, this is what you need to be doing. And and Florida laws are get a little tricky with that. So the way we do it is we we generate a partnership with our union, um, the Escambia Educators Association. And so that's where the start program is a bridge where we allow that master contract to be flexible for these teachers that are selected as start teachers. So we were able to create it based on the Toledo plan of these teachers are being appointed and approved, not just by the board, but also by the union and by the human resources department, the professional learning department. Um, these these teachers that are pulled out of classrooms to be consulting teachers, uh, they've got to go through a lot of hoops to actually be able to go into classrooms and evaluate brand new teachers as if they were an administrator. So that's why it took so long of where can we set up this planning and how can we make sure it's legal? How can we make sure we're not infringing on Florida statutes? And, you know, that this is in support. We're not, this isn't a teachers after teachers thing. This is teachers helping teachers, and so that's why it's a teamwork with the Educators Association.

SPEAKER_01 3:54

You said it took so long. How long did it take to develop?

SPEAKER_02 3:56

I think it took about three or four years. Um, this was while I was a classroom teacher. My first few years of teaching, it did not exist. That was in 08, 09. Um, and so that we didn't have it, but the my teacher whose job I replaced uh at Tate High School, she was the one helping develop this plan. So of course I I always learned about it because she helped create it. And um, and now uh in last summer, I I'm now appointed to to administrate and oversee it, which is incredible to see, you know, I I've watched it grow from the bottom up. And and it is it it's changing. It's changed over the last decades. It definitely had to change during the pandemic. Um, and and I've got some visions for the future as well, to, you know, because it's all about flexibility, adapting to what our new teachers need. Um, it's just something, you know, our whole district, our board members, everybody's really proud of it.

SPEAKER_01 4:57

Well, they should be. It sounds really awesome because teachers, I don't think it's a big secret. They don't go into teaching because that's where all the big bucks are. There's no big bucks. It's because they want to change lives and make an impact. But there's definitely a learning curve for new teachers. So maybe you can paint a picture, maybe from your own experience or from the teachers in your program. What kind of obstacles are new teachers facing that a program like this would help with?

SPEAKER_02 5:25

Well, with a brand new teacher coming out of college, um, and and I'm seeing this now with my my recruits that I bring in, I, you know, compassion and willingness, that's not the thing we we need. Like they've already got that. That's what's signed them up for the job. But standards, pacing guides, testing, how do I fit this with this? Um assessment of all the different types of kids in your room. How do I make sure I'm accommodating for kid A and kid B, but kid C needs this? And and that's the part that's like, okay, I know how to love these kids, I know how to be compassionate for them, but what's all this other stuff I needed to do? And and that's where the expert advice, the mentorship can come in. And it it's slow, it's a slow process. If you try to just dump it all onto a teacher in August, which unfortunately that that pre-planning week, even as a seasoned teacher, the amount of things of here's what we're gonna see this year. So, you know, be ready. And and that's in non-pandemic years. It's like, okay, how do I remember to make sure that you know that that's that we've got that? So you just have to take it piece by piece. I'm not worried about what I'm doing all year long. I'm worried about what I'm doing on Monday.

SPEAKER_01 6:53

Yeah, I was gonna say I can't barely meal plan for two weeks, much less wrap my brain around the idea of curriculum planning for a whole year.

SPEAKER_02 7:03

Right, right. And that's where I I think all of us, as in the start program, when we sit there and talk about it, you'll get nowhere but stressed if you are sitting in August worried about what you're supposed to be doing in April. Um, you know, you need to be aware of it, you need to set goals, but you can sit there and have a, you know, spend a whole day, and then you're like, oh, what are we, what are we doing tomorrow? And and so it's it takes that that veteran teacher to sit down and say, What are we doing this week? And let's talk about this week. And that veteran teacher can do that looking further ahead because they know, but a brand new teacher, the expectation to to look into the future, it they need someone with them. And and so when you're a consulting teacher, you you provide that sense of comfort. Like they can't be there every day. Uh, these teachers, they've got um, some of them last year had 20 people uh and you know, expected once-a-week check-ins and schools all over the district.

SPEAKER_01 8:12

Um, you know the mentors had 20 teachers?

SPEAKER_02 8:16

Correct. So, so last year I had 11 consulting teachers, those are the mentoring, and some of those 11 had 20.

SPEAKER_01 8:25

Oh my goodness.

SPEAKER_02 8:26

Um originally, I think in a in a non-pandemic year, I think the idea was for each to have maybe 12, 12 to 14 is the goal. But our our high school secondary numbers were so high, those they were getting up into the 20, and we were actually having to turn down. So there were some brand new teachers that did not receive the mentorship this year. Um, and and we did what we could where we made those choices based on what they taught, or oh, they've got a really good, strong department head, they've got, you know, a team worked there. So we just tried to case by case, um, or you know, oh, hey, with this one resigned, let's pick up a new one. And we did everything we could.

SPEAKER_01 9:09

Um there's definitely a huge impact on the new teachers. Everything you're describing, I could maybe sum up in anti-overwhelm, you know, like it's the antidote to all of that. Can you think of any specific impact stories of teachers that kind of illustrate the the turnaround and the support that Start gives?

SPEAKER_02 9:28

Yes. Um, it it can get personal, you know, uh not just the the scary ness of of joining a brand new career. Um I think a lot of our success stories are people who have chosen teaching as a second or third career.

SPEAKER_01 9:48

Um you tell me about a specific individual?

SPEAKER_02 9:51

Yeah, uh one I'm thinking of just, you know, worked at retail, worked at retail. Uh he never really, you know, I mean, it just never thought, yeah, I went to college, I got X degree, but you know, just and and and that's fine. And something he had children and was like, you know, it'd be really great to to be on their schedule. And so that I think was what it took for him to get into teaching. Um, he got into teaching so you know, later in his 20s, and and start actually assisted him. And he now he just completed his master's degree in education leadership. He's ready to be, you know, to possibly be um an assistant principal, maybe in that path. And and so it he's one of those success stories that he's I I wouldn't have been anywhere without my my start person. Um, you know, and and so they were there for me, not just that year, but um, but just in that whole, like he just hit a whole new season of his life. If you would have told his teenage self, you're gonna be you're one day you're gonna want to be a principal, you know. And and he was that type of guy that was like, no, I just have a you know, a job is just a J-O-B. Right. Um, you know, it's not something that's supposed to change lives. And now he's just an incredible guy.

SPEAKER_01 11:26

Do you think that this program helps prevent teacher burnout?

SPEAKER_02 11:29

I hope it does. I hope it does. I I know anybody that that goes through the list of all the expectations of our teachers, it's hard not to be burned out just reading that list. Um, but what I hope it creates is a sense of community, a sense of understanding. And if you are having those feelings, here's ways to deal with it. Here's ways to channel it. Um, where yeah, I'm excited about, you know, we're doing so much for our kids in mental health training. And something I'm seeing is in our student services department is we want to start doing more for our teachers in mental health. And I'm like, well, that let's start with our our start people. Oh, that sounds great. And so we're the future, I I'm hoping we can, you know, the they're not going to be licensed mental health counselors by it by any means, but so much of what they do is counseling, listening. And and just because you can't fix a problem, just I hear you. Yeah, I hear you. And and being that person, I mean, that's the definition of mentorship. And and here's a solution, and and sometimes time can heal it, but just to be that sounding board is one of those things that that I hope can really help the burnout thing, you know, that everyone, everyone talks about. I I no one can fix it. Right.

SPEAKER_01 13:01

It's not changing the situation, it's just changing the support system within the situation. How do you prevent jaded attitudes? You know, the the older teacher that is burnt out or otherwise disgruntled, you know, unhappy. Um, you know, I've been at at employing employer situations where they gave me a trainer and the trainer um she was in a bad way and she kind of like spewed all her um unhappiness on me. Oh, yeah. How do you prevent that in the start program?

SPEAKER_02 13:33

Well, that is that is orientation day 101. If you You're talking about for the mentors, correct. Okay. I it's it is easy to get on our soapbox about, oh, you can't do, you know, and then you do this, and then they'll change their minds, and and the kid'll get quarantined, and you think you have the wonderful plan, and it's all out the door, you know? And yeah, yeah, that happens. But uh it's definitely our mission to hold those things back because we already know in the hallways, the the the teacher roommate that negativity can come out. It can come out with the students, and and the piece of advice that was always passed down to me was you know, if you had a bad day at work, why did I have a bad day? Did I have a bad day because two of my students ruined my day? I saw 125 students today. So am I gonna say today was a bad day because of two kids, or am I gonna say today was a good day because of 123 kids? So it's shifting mentality, shifting um pessimism to optimism, and and again, that's that mental health being that sounding board, but finding positive, positive things to hold on to instead of negative is something I hope as a leader to these mentors to always project to our new teachers.

SPEAKER_01 14:58

So it's part of the training and that right away that if this is not um you know an approach that you can take, then this mentorship program is is not for you. Right. I'm curious, like let's pretend I am a new teacher. Walk me through the matchmaking process. What does that look like?

SPEAKER_02 15:15

Okay, so if you're a new brand new teacher, you're gonna be signed up for uh our great beginnings workshop. Uh we have it in the summer times, um, and we will we'll get all the names, school assignments, subject areas. We might only know third grade. Um, we might only know social studies versus whether it's civics, world history, economic, you know, we might only know your name. Um, and so and that's okay too, because we get a lot of employees on, but they don't have that specific assignment yet. But we start with just school division, and so all the consulting teachers will be at that great beginnings and and we divvy up in groups. Ideally, we've got those groups ready to go, and and some teachers, you know, if geographically, if it makes sense, uh, just in the 21-22 year at uh West Pensacola Elementary, there were nine brand new teachers. So it made sense to just put one consulting teacher at that at that school. And they were her girls. It it was and and she grouped, she she worked as a group with them. Um, they became a little community in itself. She even had an office at West Pensacola, and and so she was she was there definitely more than once a week. And and so if we can make that happen, that's wonderful. Now, in the high school level, you get departmental. Um, and so I've got we've got a lot of tools in our toolbox. We've got a couple people that are math and science, um, a couple people that are English literature reading, um, and then we've got some specialties in the vocational realms. So it might not necessarily be school-based, but high schools, we only have seven places to float. Elementary, we've got over 30 elementaries. So we try to keep geographic things in mind. What gas mileage is also something, you know. Bratt Elementary. We we did serve, we had a brand new teacher there at Bratt Elementary, and and that was that was quite the hall.

SPEAKER_01 17:34

Um where is Bratt Elementary?

SPEAKER_02 17:36

Well, that's isn't that a good question? That's what our uh RCT asked. Uh I should Google that.

SPEAKER_01 17:42

And also who named it Bratt Elementary?

SPEAKER_02 17:44

It's Bratt with two T's. And and so I am a Cantomac girl. Um so I I had heard of it. But even even me, uh I'm a southerner to a to to someone. Um, so you said when you drive to to visit your family, you go through J. Right. Um, so you've you've traveled that that highway 29. I have. And and so there's a a a Tom Thumb. Um, and and that would be the Atmore cutoff. You can go that way or you could keep going north. But uh those schools, Bratt Elementary, Northview High School, Ernest Ward Middle School.

SPEAKER_01 18:23

Okay, I know where Northview is. I'm I'm oriented now. So there you go. Well, it's great that you are covering so much ground, and I think this is such a fantastic benefit for teachers. I think that most of us could draw a connection between the teacher benefit and the student benefit because, as you know, this podcast is about uniting together for each student in Escambia County and really getting a close-up look at all of the amazing people and services and uh relationships that help come together to elevate that student. So I'm curious from your perspective, because you've been both an educator and the director of this program, how do you see start working together for the benefit of each Escambia County student?

SPEAKER_02 19:15

So there's one part about when I'm training these, the the mentors, my consulting teachers, I don't have to tell them to care about students. Um I actually, if anything, you've got to remind them, hey, you're here to help the teacher. Because I've seen them walk into classrooms and they see the kids first. They are teachers first. And they walk in and they're like, hey guys, I'm Miss Morris. And they start building those bonds with the kids because that is their natural, that is their DNA is to look in the eyes of those kids. And they're to me, they're projecting that to the brand new teacher. And that just by doing that, walking into the room, they're doing that. And so the brand new teacher sits there and watches that that that veteran, amazing CT consulting teacher, and oh wow, look at how those kids just responded right there. And as and so they don't just sit in the back with a clipboard and write things down. They get in the month of all, you know, at the August, September times of the year in the early stages, they're they're in there circulating, introducing themselves, like you're gonna see me in and out, guys. So you tell me your name. They learn the names, they learn the procedures, and they're they're modeling, is what they're doing. And so what what I always hope they're doing is is again, I hope that brand new teacher is just absorbing what that veteran teacher is doing. Because you uh you can't write down in a manual how to do that. Um, and I know when I walk into a classroom, I I had observations where I had to watch my mentor, mentor a teacher. And I walked into the room and I didn't look at the adults because who's all the eyes are on me, kids in the desk. And if you just ignore them, like, oh, this is a person in fancy clothes with a badge on. What are you doing in my environment, right? Like, especially teenagers. No, I look them in the eye and I say, What are you guys doing? What what's your name? Well, are you enjoying what you're doing? Well, what what about the football game last week? You know, and and they have to know that they can trust you. You've got to build that trust that you've got to show them, hey, you know, I'm in here for you, not you know, but but what's what's going on? What are you guys working on? And if that trust is there and the kids can let Let that guard down, and then you then you know you go into the lesson, you go into the plan, and then you can notice okay, that kid there we go, there's the response that's not with the rest of the group. That's let's talk about the thing.

SPEAKER_01 22:15

I would have never guessed that connecting with students in a more effective way to make them more open to receive education, which is basically what you're saying, if I'm hearing you right. Yes. I wouldn't have equated that with the been the benefit of being a mentor. And as you were also describing the scenario, I couldn't help but think what a beautiful example it is for students to see continued learning and the meaningfulness of mentorship in your life and that it's not only uh okay to ask for help, but it's also a cool thing. Oh, my teacher that I really like, she has a mentor. Right. And so that could set them up for for later.

SPEAKER_02 22:54

And it's it's organic, it just happens right in front of you. You can't you can't write down what's happening when uh, like I said, I was the third adult walking in the room, which again, we could we could set that up to be pretty stuffy, you know. You could have the clipboard and and you know, I could bring and have a stool. No, I sat in a desk next to a kid. Yeah. And I'm like, hey, that's pretty good. You know, what's that? And and that could be my, you know, and in an elementary room, you know, you you get down low with them because that's who you're there for. So, and that's my chance to to get with those kids. And again, it's all about projecting that. And the more that the new teacher sees that, they see that that, oh, look, that's getting reception. Right. I should do that. Right.

SPEAKER_01 23:42

Um, I can see your passion. Like every time you talk about the kids, your face just lights up. Um, as far as the metrics of the program, are there specific um measurements of success that START is using to see how effective the program is?

SPEAKER_02 23:57

We uh every year we look at how many of those people in START graduate from the program and how many of them stick around. We do have uh a much higher rate than I realized. Um, you know, coming into this job. I was like, sure, we've got military spouses, but there can't be that many. Oh, there's in in on the close to the Navy base, we have a just a regular turnaround. And and that's not due to lack of anything on our part. That's because, you know, their spouse it got new papers. And so we do have that turnaround of of losing incredible teachers. Um, but I I would say 80% is is something that I'm I'm finding that if we get them through through the start program and and through the year and everything successful, that retention, um we it's it's a higher than it was before we had.

SPEAKER_01 24:57

80% retention?

SPEAKER_02 24:58

Correct.

SPEAKER_01 24:58

Yeah, that that that does feel like a good number. Yeah. As we wrap up, I just have two more questions for you.

SPEAKER_02 25:03

Absolutely.

SPEAKER_01 25:04

One is if I am about to graduate from college or about to seek out a another different career, and um, you know, and maybe the school year is about to start, after I'm hired on at a school, what's my next step as a new teacher to engage myself with the start program?

SPEAKER_02 25:26

Well, you'll talk to your principal, we'll either tell you about it, or if you've heard about it, you may ask about, you know, if if I recruited you, I know I've told you about it. And um, and the principal will say, you will learn all about that at the Great Beginnings uh workshop. And if not everybody can go. Um, we we really last year I believe we were almost at 300. We it was uh pretty a wonderful turnout of just everybody brand new to this to the school district. Um, that we try to just again, it's it's a information overload a little bit, and there's some training involved, but that is the place you really learn all about the start program. But if I've got someone that calls me, reaches out to me, and just wants to know what's you know what it's all about, I I can answer those questions. And then of course the the assigned mentor knows about it. We're working on uh developing a better website to explain and establish who we are.

SPEAKER_01 26:26

So if they want to call you, um, are you comfortable sharing what that number is? Or absolutely okay, yeah. Go ahead and shout it out.

SPEAKER_02 26:33

Yeah, it's 850-469-6256. And my name is Caroline Gray, and the gray is with a AY. So I've got the same email address everybody does, and it's C G R A Y at E C S D F L dot U S. Um, I'd be happy to talk to you about it and what we can do for you, what all it entails. And most of our seasoned principals, teachers, they they know about it as well.

SPEAKER_01 27:02

That's great. And then my last question is with everything that you know, your passion, your perspective, and your influence in education, what do you want people to know about Escambia County public schools?

SPEAKER_02 27:20

You sign up with us, you're going to matter. Um there's a lot of adults in this world that don't think they matter. Um they don't think the one job they do makes a difference if they don't see that difference right away. Um I've been I've been in it long enough where jobs where people may go home at night and they're like, Yeah, I mean, you know, I I do this for the school. I I you know, I I sat at a computer screen all day. But you're you're serving something that will always keep growing. And and you can insert yourself to build relationships with the kids. You'll never, you know, you'll never be questioned if what you're doing, you know, is what do I matter? Yeah, that is a a a big question. And and you work for us, you're working for those kids, and you matter. And and and those kids that wonder if they matter, you can tell them they do. And and that's just that's my mission, um, is to pass that on and to tell all of our employees that that they do have a purpose and it's it's worth it.

SPEAKER_01 28:40

That's amazing. Thank you so much for sharing. Yeah. Thank you. Thank you for having me. Voices United in Education is a production of Escambia County School District. Special thanks to Pine Forest High School for their recording studio facilities and hospitality.