First-year teachers' frequency working with mentor and how useful that was for their teaching
Frequency working with mentor
|Frequently (at least once per week)||Occasionally (once or twice per month)||Rarely (a few times per year or never)|
How much working with a master or mentor teacher improved their teaching in their first year
|A little or not at all||A moderate amount||A lot|
Notes: Data are for teachers in public noncharter schools. The figure shows shares of teachers in their first five years of teaching who answered as shown to questions about working with a mentor in their first year of teaching. A teacher is considered to be in a low-poverty school if less than 25 percent of the students in his/her classroom are eligible for free or reduced-price lunch programs; a teacher is considered to be in a high-poverty school if 50 percent or more of the students in his/her classroom are eligible for those programs.
Source: 2015–2016 National Teacher and Principal Survey (NTPS) microdata from the U.S. Department of Education’s National Center for Education Statistics (NCES)