News Release

Six Innovative Partnerships Honored by NEA, UAW, Saturn

Districts and Local Associations Recognized for New Teacher Programs

WASHINGTON, D.C. –  The 2004 NEA-Saturn/UAW Partnership Awards, sponsored by the National Education Association (NEA), United Auto Workers (UAW) and the Saturn Corporation, will be presented on July 1 as part of the pre-convention activities for the NEA Annual Meeting.  The awards will recognize six local education associations and school districts that have used a collaborative approach to mentor new teachers and reduce new teacher turnover.

Almost 50 percent of new teachers exit the profession in the first five years.  One of the key reasons is a lack of on-the-job support.  To stop this revolving door, these partnerships have developed award-winning programs to assist new teachers in their careers.  The 2004 winning partnerships are in the following communities:

East Granby, Connecticut, where the East Granby Education Association and the East Granby Public Schools developed a strong partnership that has led to the establishment, operation and funding of the East Granby BEST Mentoring Program.  This two-year program goes a year beyond the state’s mandate and assists new teachers through the critical phase of developing a portfolio for state licensure.  Mentors are trained and certified by the state and receive a small negotiated stipend.  Substitute coverage, release time and opportunities for professional development conferences and in-service training are also available to mentors and mentees.

Carpentersville, Illinois, where the Local Education Association District and the Community Unit School District #300 teamed up to create the Induction/Mentoring Program, now in its fifth year.  The program includes both an Induction Academy, required for both first- and second-year certified staff members, and a two-year mentoring program designed to improve professional practice and, ultimately, student achievement.  Mentors are provided to help new staff improve their teaching practice, and both mentees and mentors receive professional development units.  The program is designed by teachers, for teachers, with the administration’s cooperation and support.
 
Cedar Rapids, Iowa, where the Cedar Rapids Education Association and the Cedar Rapids Community School District operate a two-year-old mentoring program with added support from the University of Iowa.  The Association bargained and pays for a mentor facilitator who is part of the team that selects mentors.  Mentees and mentors work together for the three days prior to the start of school and throughout the year. The district pays mentors a $1,000 stipend, and both mentees and mentors are granted release time to observe each other.  All Cedar Rapids teachers who completed their second year of teaching passed the rigorous state portfolio evaluation and received their Iowa Teaching License.

Portland, Maine, where the Portland Education Association and the Portland Public Schools partnered with the University of Southern Maine to manage the Strengthening and Sustaining Teachers (SST) project.  The program is designed to improve connections between pre-service, induction and professional development for teachers.  To strengthen the partnership, a compact was developed and is implemented by a steering committee comprised of four members from each of the three partners. Mentors are chosen through a rigorous selection process, receive training and are paired with a new teacher for two years.  Despite no state mandate or funding, the mentors receive stipends both for their work as certification mentors and as SST mentors.

Brainerd, Minnesota, where Education Minnesota/Brainerd and Independent School District 181/Brainerd direct the Brainerd Teacher Support System (BTSS), a three-year program that supports both novice and new teachers with prior experience. The induction process features formal mentorship, in-class assessment and seminars.  New teachers design individualized professional development plans and professional portfolios to document growth toward standards.  Identified by the Minnesota Board of Teaching as a model program, BTSS shares its training components with other districts.  BTSS boasts a 94 percent retention rate for new teachers, far exceeding the national average.

Centerville, Ohio, where the Centerville Classroom Teachers Association and the Centerville City Schools support entry level teachers through “The Right Start” mentor program.  Veteran teachers are specifically trained to support, provide guidance and assist new teachers in their professional lives.  A mentor committee representing elementary, middle and high school levels has been supplemented with a peer assistance and review program that supports veteran teachers new to the district.  The program has met its immediate objectives—the retention rate for entry-year teachers exceeds 96 percent.  But they also have a long-term goal—encouraging veteran teachers and entry-level teachers to develop trusting relationships that will continue throughout the new teacher’s career.  

June 22, 2004

For more information:
NEA Public Relations, 202 822-7200

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The National Education Association is the nation’s largest professional employee organization, representing 2.7 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.