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Educational Leadership: Who Is Teaching Our Children?: The Benefits of Mentoring. John H. Holloway. Both mentors and their prot. In an analysis of the effects of the Beginning Teachers' Induction Program in New Brunswick, Canada, which was developed by the province's department of education, teachers association, and the University of New Brunswick, Neil H. Scott (1. 99. 9) found that 9. The experienced teachers were particularly enthusiastic because they believed that mentoring allowed them to help others, improve themselves, receive respect, develop collegiality, and profit from the novice teachers' fresh ideas and energy.
As Christine Hegstad (1. Mentors Need Training. To be effective, mentoring programs need focus and structure. Diane Kyle, Gayle Moore, and Judy Sanders (1. Their research also shows that mentor teachers need support and the opportunity to discuss ideas, problems, and solutions with other mentor teachers.
- Both mentors and their prot. In an analysis of the effects of the Beginning Teachers' Induction Program in New Brunswick, Canada, which was developed by the province's department of education, teachers.
- 2 The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research For decades, education researchers and reformers have called attention to the challenges encountered by newcomers to school teaching.
Guidelines for Mentor Teacher Programs for Beginning and Experienced Teachers Guidelines Developed in Response. Guidelines for Implementing District - Based Teacher Mentoring Programs Initial Steps Required Mentoring Plan Components For Consideration in Designing the Mentoring Program References These guidelines are offered to assist school districts and teachers. Virginia Requirements of Quality and Effectiveness for Beginning Teacher Mentor Programs in Hard-to-Staff Schools. While not the entire solution, carefully designed mentoring programs can help school divisions recruit new teachers, improve teacher retention.
Appropriate training for the mentor's expanded teaching role improves the quality of a mentoring program. A formal, comprehensive mentoring program developed at Vanderbilt University in Nashville, Tennessee, for example, provided mentor teachers with specific knowledge and skills related to their new and expanded teaching roles. Carolyn Evertson and Margaret Smithey (2.
This finding demonstrates that the mere presence of a mentor is not enough; the mentor's knowledge of how to support new teachers and skill at providing guidance are also crucial. Model Programs. California recently developed a comprehensive program, the California Formative Assessment and Support System for Teachers (CFASST), to support and assess new teachers. The collaborative efforts of the California Commission on Teacher Credentialing, the California Department of Education, the regional educational laboratory West. Ed, the University of California at Santa Cruz, and the Educational Testing Service developed this program for beginning teachers and their mentors. Trained mentors help novice teachers plan lessons, assist them in gathering information about best practices, observe the new teachers' classes, and provide feedback. The novice teachers reflect on their practice and apply what they have learned to future lessons. In an analysis of the initial impact of the program, Barbara Storms, Jean Wing, Theresa Jinks, Kathleen Banks, and Patricia Cavazos (2.
Specifically, the program's design helped new teachers hone their practice—planning lessons, for example—and reflect on the effectiveness of their instruction. Mentors also found that working with beginning teachers engaged them in reflection about their own instruction practices.
Carmen Giebelhaus and Connie Bowman (2. Pathwise, a formal induction process developed by the Educational Testing Service for prospective teachers and their mentors. The study's purpose was to find out whether a specific model for framing discussions on teaching and learning would nurture and develop prospective teachers' pedagogical skills. Data analysis indicated that prospective teachers who were assigned mentors trained in using this discussion framework demonstrated more complete and effective planning, more effective classroom instruction, and a higher level of reflection on practice than did new teachers whose mentors had received only an orientation program.
The researchers concluded that formal induction program models like Pathwise provide a framework for discussion, reflection, and goal setting and lead to more effective teaching by novices. The evidence is convincing: A focused, systematic mentoring program has a positive influence on the performance of new teachers—and is advantageous to mentors as well.
Above all, this support for new teachers benefits their students. References. Boyer, K. A qualitative analysis of the impact of mentorships on new special educators' decision to remain in the field of special education. Unpublished doctoral dissertation, George Mason University, Fairfax, VA. Danielson, C. Mentoring beginning teachers: The case for mentoring.
Teaching and Change, 6(3), 2. Evertson, C., & Smithey, M. Mentoring effects on prot. Journal of Educational Research, 9. Giebelhaus, C., & Bowman, C. Teaching mentors: Is it worth the effort?
Paper presented at the Annual Meeting of the Association of Teacher Educators, Orlando, FL. Beginning teacher support. Guyton (Eds.), Handbook of research in teacher education (2nd ed.) (pp.
New York: Macmillan. Hegstad, C. Formal mentoring as a strategy for human resource development: A review of research. Human Resource Development Quarterly, 1. Kyle, D., Moore, G., & Sanders, J. The role of the mentor teacher: Insights, challenges, and implications.
Peabody Journal of Education, 7. National Association of State Boards of Education.
Alexandria, VA: Author. Scott, N. Supporting new teachers: A report on the 1. New Brunswick. ED 4. Storms, B., Wing, J., Jinks, T., Banks, K., & Cavazos, P.
CFASST (field review) implementation 1. A formative evaluation report. Princeton, NJ: Educational Testing Service.