Using retired teachers as mentors

Introduction: Larry Flammer:  I am a retired high school science teacher, and a product of the California Public School System, K-16, (as are my 3 sons, with 6 grandchildren in or approaching the system.)  I have applied much of my retirement time toward providing effective, classroom-tested lessons and strategies, from many excellent teachers, on selected topics in science.  I have done this by designing and building a heavily used web site, freely providing such material to teachers wherever internet services are available.

Subject: Use of retired teachers as mentors
One extremely valuable resource I have not seen anywhere in the Master Plan proposals and recommendations, is the use of willing retired teachers to mentor new teachers.  I am certain that all retired teachers have a wealth of experience AND materials which they could easily share with other incoming teachers.  These assets have accumulated over many years, and been found to most effective.  It's a terrible waste to not at least provide new teachers with these resources from which to select in building their curriculum.  I still remember how hard it was when I started teaching to find and develop new activities which effectively taught the necessary concepts.

When I retired, I proposed a plan to provide mentoring to the new science teachers coming into our district, using the mentor program as a workable vehicle.  I had been a mentor teacher twice in earlier years, and found it to be a very effective medium for enhancing the teaching skills of my colleagues (and from which I also gained ideas).  However, the mentor program is apparently not structured to include retired teachers.  This has to change.  Working teachers are terribly time-constrained, making mentoring a significant challenge.  By contrast, retired teachers may have all kinds of time.  It is a breath of fresh air to now have the time to create new activities, or at least work closely with new teachers with the activities and strategies which had worked so well over the years.  This would provide a continuity of richness in our education system, and offer a true legacy to the retired teachers.

I'm not sure not all retired teachers would want to do this, but I suspect that a significant number would have the health and enthusiasm to participate.  I suspect that compensation would not need to be comparable to the salary earned as a full-time teacher;  it could be quite nominal.  After all, the mentor would not be responsible for all the record-keeping, testing,  grading, and many other responsibilities of a full-time teacher. The additional income could be most welcome, and a tangible recognition of the value of what a retired teacher has to offer.

I would envision that a retired mentor teacher would probably work part time, maybe even only a few hours a week, and be available to the assigned mentoree(s) to answer questions or help resolve teaching problems.  The duties of mentoring would include:
- Observe and advise
- Model presentation of selected topics (as a "guest teacher")
- Help develop/adapt cooperatively designed lessons
- Research (online, etc.) for information and/or teaching strategies for selected topics/concepts

The state should establish an intern program for all new teachers, utilizing retired teachers wherever possible, providing professional support, assistance, and phasing in.  A suitable orientation program for retired teachers to mentor might also be established.

I am confident that a long-term association (1-3 years?) between a retired mentor teacher and his/her mentoree(s) would go a very long ways toward retaining teachers.  It would get them through the many frustrations beginning teachers encounter, and forestall early burnout, and the stated 50% loss of teachers within 5 years.