James R. was eager to start his new job teaching math in an urban middle school. Fresh out of college, he had fond memories of his 8th grade math teacher, Mr. Atwell, who became an important role model for him. Mr. Atwell's class was tough, but the kids learned to love math. James was determined to inspire the same kind of love in his own students.
But James had only three days to prepare for four different subjects, six classes per day. He spent one entire day arranging bulletin boards and putting pictures of famous mathematicians on the walls. He felt overwhelmed by all the noninstructional paperwork he had to do, and by the time the first day of classes started, his excitement had diminished.
During the first week, James found that just getting classes started was a major challenge. Ten or more students would hang out at the door and not come in for several minutes after the bell rang. During attendance, students would answer for absentees and would yell inappropriate remarks. And when he got to the day's instruction, James had to talk over the voices of students who were not paying attention. Every few minutes, someone would interrupt with feigned interest—"Hey, what page was that on?" James did not know how to handle these kids, and as time went on, the situation just got worse.
Fortunately, James had someone to turn to—someone who had been there.
The PAR Mentoring Program for Teachers
The Columbus, Ohio, Public Schools established the Peer Assistance and Review (PAR) program in 1986. The PAR program was collaboratively developed by representatives from the teachers' union and district administrators. Its purpose is to help the interns—new teachers and those experiencing particular difficulty at the job—to become effective teachers.
PAR consultants, or mentors, are experienced teachers who remember what it's like to be new. A panel of administrators, teachers, and union officials selects these consultants and releases them from their classroom teaching duties for up to three years.
All new teachers are required to enroll in PAR—last year, there were more than 500. Interns must successfully complete the one-year program to have their contract renewed.
The first few days and weeks are critical for the mentor-intern relationship. Before the start of the school year, the PAR consultant conducts an orientation meeting to help familiarize interns with the program and their mentor. The mentor makes weekly visits to the intern's classroom to observe the teacher in action and keeps in touch through individual conferences and by telephone and e-mail. As the relationship is established, the mentor is able to offer individualized advice on teaching strategies. In addition, the mentor can help solve non-teaching problems such as finding lost keys, locating a book, or getting the window blinds to work properly. The extra practical and emotional support reminds interns that someone understands what they are going through. Working together, the mentor and intern formulate meaningful goals for the intern.
The PAR Panel conducts interim and final evaluations of each intern based on information gathered by the consultant in at least 20 observational visits and 10 conferences with the intern. The panel's policy is to not renew the contracts of teachers deemed —al or mediocre, and it aims to ensure consultant fairness and impartiality through established evaluatory standards. Of more than 3,300 teachers who have entered the school system during the program's 12 years, 3,100 have passed.
Extra Credit
Entry-year teachers can now earn graduate credits through PAR in a collaborative endeavor with Ohio State University, through courses taught by uni-versity faculty and PAR consultants. Available workshops include "Creating a Positive Classroom Culture," "Instructional Strategies," "Cooperative Discipline," and "Individualizing Instruction for Students with Special Needs."
The interns can earn up to two graduate credits by taking the workshops and applying what they learned to their class setting. The program also offers a three-credit winter quarter course that includes networking opportunities. These courses are provided free of charge through a fee-waiver/exchange-of-services agreement between Ohio State University and Columbus Public Schools.
Every other Friday, PAR consultants develop their professional skills in sessions such as "Developmental Stages of Teachers" and "Conferencing Strategies." Topics are selected by university faculty and PAR consultants at the beginning of each quarter. Faculty also bring related materials to enhance consultants' mentoring abilities. To help new teachers solve classroom problems, consultants may present anonymous cases for group discussion. From these presentations, consultants may gain insight into how they might handle similar cases of their own. The issues are real, although the cases can be composites and may or may not be current.
Cases of interns' inability to handle unruly classes are well documented. The guidance of someone who has gotten through that kind of experience makes it all the more likely that the intern will succeed.
Interns Give It an A
A recent addition to the program is a series of research projects to examine intern issues and concerns. Consultants gather data periodically throughout the year through surveys and interviews, and in goal-setting conferences with their interns. Findings show a significant reduction in interns' perceived managerial and instructional needs during the course of the year. They say they have received emotional support, as well as guidance in the art of teaching and in furthering their professional development.
Contrary to previously published findings, interns in this study do not perceive a conflict between the assistance and review components of this program. Their communities are overwhelmingly positive regarding the impact of the program on their success as teachers.
What About James?
For a while, it looked like James wouldn't make it. Experiencing fear, anxiety, and frustration, he lashed out regularly at his students, blaming them for their lack of discipline. He even threw a book at a student who would not sit down. When the student threatened to sue, James found himself losing the support of his peers and facing possible removal by the principal, who was siding with the disruptive students.
Even the mentor grew doubtful about James—but never abandoned him. She communicated with him almost every day, visited his class two or three times a week, and met with the principal frequently to discuss James's situation. What James needed was some way that he could establish discipline in his class so he could spend more time actually teaching. The mentor got him acquainted with a guide to student conduct and helped him through the administrative steps of removing disruptive students. One student was subsequently suspended from school.
The mentor helped James to develop and gain the principal's approval of his own lesson plans rather than using those of another teacher. She encouraged him in opening up communication with his students' parents, and soon James was calling them routinely to inform them of their children's progress.
Ultimately, James earned the respect of his students and blossomed as a teacher. He made it through the PAR Program.
A Win-Win Situation
The PAR Program has received an Excellence in Education award from the National Education Association, has been highlighted in the documentary "School Stories," on The Learning Channel, and has been acknowledged as a model peer assistance and review program for the state of Ohio. The success of the PAR Program lies in its providing quality assistance to teachers—and therefore quality education to students in a large urban school system.
The PAR Program is a win-win situation for everyone in the Columbus School District because the district is able to retain talented, enthusiastic, and dedicated teachers. At the heart of PAR is a commitment to providing support to teachers, and this commitment is driven by the dedication and expertise of the participants, a caring attitude, and sincere belief in the value of good teachers.
