Mentoring and Induction

Mentoring and Induction Programs For New Teachers

July 10, 2011

Mentoring and Induction

Mentoring and Induction Programs for New Teachers

Working through the challenges that is placed upon new teachers, is a common issue that is faced by new teachers. New teachers will be working diligently to provide curriculums and lesson plans that will interact and appropriately meet the needs of all the students. The goal of a teacher is to see that their students are all successful and thriving. Not only does the new teacher need to meet the challenges of their students but the students parents, faculty and administration. It is not at all surprising that new teachers for some reason, because of seniority are given the most difficult assignments such as classes requiring multiple preparation, remedial classes, or students with the most diverse and challenging needs (DePaul,2000). The combination of these challenges can become a bit overwhelming to a new teacher. To ensure that these new teachers are successful, they need and should have the support from the school as well as the school administration. These challenges can pose a negative attitude towards teaching for these new comers; it leads to many deciding that they are not right for the teaching position. Another reason the teachers decide to leave the teaching field is the low pay that the new teachers receive. Teachers within the first few years will get a sense of whether or not they will continue to teach. On way to help retain teachers is to provide them with professional development trainings, if they feel that the schools that they want the teacher to be successful, the teacher may feel confident in the support and continue to teach. Programs

Mentoring and Induction such as mentoring and induction have been created to help these new teachers in their beginning years when it is most important. Induction is a comprehensive development process that is created by a school district to train, show support and hopefully retain the teachers while creating an atmosphere where they can grow professionally. Mentoring is where the new teacher is paired with a seasoned teacher where they can receive guidance regularly when needed throughout the school day. This

mentoring program is to be able to provide the new teacher with support they need to take full advantage of their effectiveness within the classroom. Both mentoring and induction programs have similar objective which is to provide support and to retain teachers. With the Induction program usually helps new teachers make the transition from student to teachers of the students (Moskowitz & Stephens, 1997). The induction program is not just about familiarizing themselves with teaching techniques and school policies, but also the many other aspects that are associated with the teaching field. With the many different needs and of the teachers, support and guidance is provided with the induction program to help them to adopt their new roles as well as responsibilities. An induction program is geared to meet the needs to the new teacher, which is important at the beginning of their teaching career. Included in the induction includes within the first few years of teaching; mentoring, evaluation, support and professional development. This is a good solid foundation for the thriving new teachers.

Mentoring and Induction The difference between Induction and Mentoring is that induction covers a

larger range of teaching, where mentoring is geared towards the new teacher and the relationship of their mentor. Mentoring programs can work well alone, or it can necessitate additional aspects of those that may be covered by the induction program for more effectiveness. Depending on how they are applied, they can be just as effective but usually the induction program has more advantages than the mentoring program. With these programs, these inspiring teachers will get a sense of the educational guidelines and the expectations of their curriculum. These programs also provide for the new teachers peer support, which will give the new teachers confidence in their teaching abilities. The support offered can provide them with guidance on their newly acquired skills such as school policies, classroom management, dealing with students and parents and all other areas associated with teaching. The support that these new teachers receive will help them feel more comfortable and at ease in the new position. The main goal of these programs is to be able to provide the support that the new teachers need to help them progress through challenges that they may face while aiding them to work up to their own expectations and goals as a teacher. Guidance for the new teachers may seem easy, but it may not be for many. Both the mentoring and induction programs can beneficial to the new teachers; the new teachers may not be so quick to ask for help if they are having difficulty. To the new teachers they may think that by asking for assistance they may give those around them the impression that they are not qualified to teach. With this barrier, the school must recognize that the new

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teachers may be hesitant to ask for help so the assistance should be routinely offered to the new faculty member. By offering help it will provide guidance in creating a productive classroom as well as the learning opportunities for the teacher as well. Mentoring a new teacher will also give them the opportunity to exchange educational thoughts and ideas, strategies for students and many other teacher related problems that will help the developing teacher becomes the productive and effective teacher they were trained to be. The support that these new teachers will received will make a difference in the way that they perform professionally as well as building on their selfconfidence as a teacher. It will also to retain the teachers in a supportive environment.

From researching about mentoring and induction, it shows an increase in schools retaining teachers that utilize these programs effectively. I agree that these programs are beneficial to the professional needs of the new teachers, but we must not overlook their personal needs as well. Schools must also be considerate of supporting other factors has influence the new teachers performance in the classroom. Some other support that should be considered is financial, job incentives (advancements), and new classroom technology that will aid in the teachers objectives. Mentoring and induction are excellent programs that will lead the beginning teachers down a path of a successful teaching career if implemented correctly. With the changing society and the way lessons are taught, I think that these mentoring and induction programs should be re-evaluated based on the needs of the teachers and the school, as the need changes so should the mentoring and

Mentoring and Induction

induction guidelines. Overall I think that these programs are a great start to a professional teaching career.

Mentoring and Induction

References DePaul, A. (2000). Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. Washington DC: U.S. Department of Education. Retrieved July 06, 2011 from http://www.ed.gov/teachers

Moskowitz, J., & Stephens, M. (1997). From students of teaching to teachers of students: Teacher induction around the Pacific Rim. Washington, D.C.: U.S. Department of Education. Retrieved July 06, 2011 from http://www.ed.gov/pubs Smith TM, Ingersoll R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? A reprint from American Educational Research Journal 41(3):681714. Retrieved July 8, 2011 from http://repository.upenn.edu/cgi/viewcontent.cgi?article