Time spent on specific mentoring activities varied widely, with some teachers never observed by mentors and others observed an hour or more a month¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers differed substantially in monthly time on mentoring activities: 21 percent reported never being observed by their mentor while 25 percent reported being observed an hour or more a month, and 44 percent spent an hour or more in one-on-one meetings versus 53 percent spending less than an hour. → Brodersen 2025

Evidence¶

Brodersen 2025¶

Brodersen, R. M., Chiang, H., Coleman, K., Hitt, C., Li, J., Ritter, G., & Weston-Sementelli, J. (2025). Examining the mentoring experiences of first-year teachers in Missouri (REL 2025–014). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-mentoring-experiences-first-year-teachers-missouri

q2 · i? · associational · r2

Weighted descriptive analysis of the mentoring survey reported in figure 1 and table C4 (n = 255–256 depending on item). The report adds that "44 percent of first-year teachers spending an hour or more a month in one-on-one meetings with their mentor, and 53 percent spending less than an hour."

"For example, 21 percent of teachers reported never having been observed by their mentors, and 25 percent reported having been observed for an hour or more a month."

Discussion¶

Related Claims¶

• Most first-year Missouri teachers in the study met with their mentors several times a month for meetings averaging less than 30 minutes — related
• Teachers who find coaching valuable spend more time and meet more frequently with their coaches — related
• Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher first-year REACH ratings — related
• Mentorship was important to apprentices, but mentor quality and time with mentors varied across programs — related