A critical component of the new teacher induction program is not only it's organization but the selection and training of the mentor. One must also keep in mind that other stake holders play a key role with the success of the program. The roles and responsibilities of all the members of the new teachers professional development team must be reflected in the goals of the program. This should also include current theory and models of instruction and classroom management.
Mentoring Incentives
The mentor must agree to accept the mentoring responsibility and receive training.
The program uses monetary stipends or release time or combinations of both to reward mentors for their dedication in furthering the professional development of individuals new to their roles in education.
Mentor Selection and Matching
New teachers are matched with an experienced teacher chosen to provide support.
Mentors need to be effective teachers themselves.
Individuals selected for this role are good communicators who are trustworthy.
Matches are assigned by grade level and content area.
Matches are assigned by physical proximity.
Matches are assigned by teaching style and ideology.
Accepting different view points will accelerate the pair's learning and growth.
Assessment and Evaluation
Information regarding the effectiveness of the mentoring experience are collected, analyzed and evaluated.
Assessment approaches have been designed to focus on criteria related to successful mentoring experiences.
Rubrics are used to evaluate information that has been collected.
New teachers, mentors and program administrators provide feedback on program effectiveness. |
