International Journal of Education and Social Science (IJESS)

Beginning teachers face many challenges as they move from the security of university to K-12 classrooms with students. Through formal teacher mentor training, experienced educators have access to tools and scaffolding skills to increase success and retention of new teachers. This study examined Teacher Mentor Training that was endorsed by the state’s Department of Education and offered statewide. The purpose of this study was twofold: to explore the usefulness of materials presented in training Teacher Mentors to work with beginning teachers, and to analyze recommendations for strengthening support for new teachers. This paper examined self-reports through a researcher-designed survey and reflective comment section. Data from eighty-eight trained Mentors were collected after a year of on-site use with the materials in K-12 settings. The results of this study offered clear indication of documents that mentors found useful, as well as suggestions to improve effective support with beginning teachers in their first year in the teaching profession.