Induction and mentoring of newly qualified teachers Eve
- Slides: 17
Induction and mentoring of newly qualified teachers Eve Eisenschmidt Ph. D, Merilyn Meristo Ph. D Tallinn University, Estonia
Induction year in Estonia In Estonia preparations for the induction year, the support programme for novice teachers, started in 2002. On the national level the programme is implemented since 2004 for all first year teachers.
Reasons to implement induction year 4 Studying to become a teacher is not popular among young people. 4 During the first five working years many teachers leave school, trying to find jobs in other fields. 4 The views and beliefs about becoming a teacher have changed. Teachers’ professional development is a continuous process, including initial training, induction year and in-service training. 4 Supporting a novice teacher during his/her first working year(s) has an essential place in education reform.
Theoretical background (Eisenschmidt, 2006) Organization as context for workplace learning and professional development Socialization in organization/ in profession Social dimension Sotsiaalne dimensioon Professional knowledge and Professional development of teacher skills dimension Developing teaching competences Personal dimension Developing professional identity
New teachers need support: Personal support • from other beginning teachers • a safe environment • a reduced workload Social support • Support from a mentor • Collaborative work (co-teaching / project groups) Professional support • from experts (e. g. Teacher Education Institutions); • Exchange of knowledge, collaborative learning communities 5
Implementation model of the induction year ((Eisenschmidt, 2006) Aims of induction School setting as an environment for professional development, support of mentors Supporting the adjustment of novice teachers to school as an organization Developing basic competences Providing support in solving problems Professional development of novice teachers University centres: -support programme for novice teachers -mentor training -monitoring and analysing the implementation of the induction year
Different parties in induction year Ministry of education, administrative part Head of school – is responsible for the induction year at school Novice teacher – graduate of teacher training, who works as a first-year full-time teacher Mentor – supervisor of a novice teacher, advisor University lecturers – - organise support seminars 4 times a year to support novice teachers’ professional development and self-analysis; - provide mentor training.
Mentoring process in Estonia – double system! Mentoring in school level – one to one mentoring. Mentor sessions according to the needs of mentee; usually once a week. Mentor is visiting the lessons of mentee and vice versa. Mentor session’s focus on the problematic situations and challenges of the mentee. Peer Group mentoring - approx 12 NQT-s from different schools/kindergartens in one group which is leaded by an experienced teacher-educator. Contents of sessions are depending of NQT-s needs and questions. Learning from each other experiences is important in the group sessions.
Good mentoring. . . 4 Helps to become a member of the teachers’ community/organisation 4 supports and inspires the novice teacher to develop professional competences 4 helps the new teacher to become a reflective practitioner
Mentor’s tasks in induction programme 4 Developing a professional relationship 4 Helping to set goals for professional development 4 Planning 4 Observing 4 Giving feedback 4 Supporting reflection and self analysis
Mentor education Good mentors are made, not born 4 Basic training lasts 8 days (160 h – 6 ECTS) 4 Funded by Estonian Ministry of Education and Research 4 Learning methods - discussions, case studies, role plays, self analysis, video training
Topics of the mentor’s education 4 The purpose of induction programme 4 Mentoring and mentor’s role 4 Beginning teacher as adult learner 4 Beginning teacher’s needs and concerns 4 Communication skills, active listening 4 Classroom observation and feedback 4 Reflection, self analysis and development of professional goals
The eligibility of the implementation model 4 the partnership of universities and schools in supporting the novice teacher's professional growth 4 connection between initial training and the following continuous development 4 feedback on the quality of initial teacher training and opportunities for interconnecting theory and practice
The eligibility of the implementation model (2): 4 the limited own readiness to analyse his/her actions and develop personal professionalism 4 the headmaster as a leader in school development, supports teachers' professional growth and organizational learning
The first experiences of the implementation have created the following suggestions: 4 Initial teacher training should lay more emphasis on and create preconditions for the development of the future teacher's professional identity (including professional self-concept), self-analysis and professional lifelong. 4 Mentor training should pay more attention to the mentors‘ skills and readiness to support the professional growth of the novice teacher through the process of feedback and reflection.
Suggestions (2): 4 More and more significance lies in organizational learning and learning community as the setting fostering teacher's professional development. 4 The question of changes in implementation of the induction programme is complex. The changes on the level of understanding are more easily achieved in schools which have the characteristics of a learning organization, because these schools are oriented towards the idea of teachers' professional learning.
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