Mentoring as the Core Element of New Teacher Induction in the USA: Policies and Practices

• Authors: Maryna Zembytska
• Languages of publication: EN

Abstracts

EN

The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc). Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc.) are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.

Keywords

EN

mentoring; beginning/novice teacher; mentor; protégé/mentee; new teacher induction; induction program; in-service training; professional development

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2016
• Volume: 6
• Issue: 2
• Pages: 67-73

Dates

published

2016-06-01

online

2016-06-28

Contributors

author

Maryna Zembytska

• Khmelnytskyi National University, Ukraine Address: 11 Instytutska St., Khmelnytskyi, 25016, Ukraine

References

• 1. Alliance for Excellent Education. (2004). Tapping the potential. Retaining and Developing High-Quality New Teachers. Washington, D.C. : Alliance for Excellent Education, 22 p.
• 2. Behrstock-Sherratt, E., Bassett, K., Olson, D., Jacques, C. (2014). From Good to Great. Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness Across the Career Continuum. Retrieved 30.05.2016 from : http://www.gtlcenter.org/sites/default/files/Good_to_Great_Report.pdf.
• 3. Carroll, T. G. (2007). Policy Brief. The High Cost of Teacher Turnover. Prepared for the National Commission on Teaching and America’s Future, Washington, D.C., 1 p.
• 4. Charnock B., Kiley, M. (1995). Concerns and Preferred Assistance Strategies of Beginning Middle and High School Teachers. San Francisco, CA, 1 p.
• 5. Feiman-Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1999). A Conceptual Review of Literature on New Teacher Induction. College Park, Maryland : National Partnership for Excellence and Accountability in Teaching, 47 p.
• 6. Goldrick, L., Osta, D., Barlin, D., & Burn, J. (2012). Review of State Policies on Teacher Induction. Retrieved 30.05.2016 from : www.newteachercenter.org.
• 7. Hanushek, E. A., & Rivkin, S. (2007). Pay, Working Conditions and Teaching Quality. The Future of Children, Volume 17 (1), pp. 69-86.
• 8. Hargreaves, A., Fullan, M. (2000). Mentoring in the New Millennium. Retrieved 28.05.2016 from : http://professionallyspeaking.oct.ca/december_1999/mentoring.htm.
• 9. Hudson, P. (2012). How Can Schools Support Beginning Teacher? A Call for Timely Induction and Mentoring for Effective Teaching. Australian Journal of Teacher Education, Volume 37, Issue 7, pp. 71-84.
• 10. Ingersoll, R. (2001). Teacher Turnover, Teacher Shortages and the Organization of Schools. American Educational Research Journal, Volume 38, Issue 3, pp. 499-534.[Crossref]
• 11. Ingersoll, R. M. (2002). The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription. NASSP Bulletin, Volume 86, No 631, pp. 16-31.
• 12. Ingersoll, R., Merrill, E. (2012). Seven Trends: The Transformation of the Teaching Force. CPRE Working Paper. Retrieved 29.05.2016 from : http://repository.upenn.edu/cgi/viewcontent.cgi?article=1261&context=gse_pubs.
• 13. Katz, L. G. (1972). Developmental Stages of Preschool Teachers. Elementary School Journal, Volume 73 (1), pp. 50-54.[Crossref]
• 14. National Consortium of Interpreter Education Centers (NCIEC). (2007). Identifying Effective Practices: Survey Results of Mentors. Retrieved 29.05.2016 from : http://www.northeastern.edu/bostonmodernism/wp-content/uploads/Mentor-Survey-Results.pdf.
• 15. Rowley, J. B. (1999). The Good Mentor. Supporting New Teachers, Volume 56, No 8, pp. 20-22.
• 16. Veenman, S. (1985). Perceived Problems of Beginning Teachers. Review of Educational Research, No 54 (2), pp. 143-178.
• 17. Villar, A., Strong, M. (2007). Is Mentoring Worth the Money? A Benefit-Cost Analysis and Five-Year Rate of Return of a Comprehensive Mentoring Program for Beginning Teachers. Retrieved 30.05.2016 from : https://www1.maine.gov/education/teacherinduction/forms/Mentoring%20Article.pdf.
• 18. Wang, J., Odell, S. J., Clift, R. T. (2010). Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners. R&L Education, 268 p.
• 19. Wayne, A. J., Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research, Volume 73, No 1, pp. 89-122.
• 20. Wong, H. K. (2004). Induction Programs that Keep New Teachers Teaching and Improving. NASSP Bulletin, Volume 88, No 638, pp. 41-58.

Identifiers

DOI

10.1515/rpp-2016-0021