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Mentoring v Induction Programs 1

Mentoring v Induction Programs Heather Torres AED/201 10/16/2010 Kristi Vincent

p 500). With knowing that these programs were in place this will make a new teacher more comfortable going into the classroom without the feeling of being alone. Induction programs may include structured staff development activities (such as workshops focusing on problems commonly experienced by first-year teachers). 2005. procedures for providing first-year teachers with crucial information. Mentoring is when one experienced teacher being a mentor to an inexperienced teacher. The difference between mentoring and induction is mentoring is simply part of the induction programs. . Induction programs have more ways of being supportive and more goals to make the teacher comfortable in the classroom.Mentoring v Induction Programs 2 Mentoring v Induction Programs Teaching especially if a person has little or no experience can be rough for a new teacher. 2005. 2009). “Induction programs are professional experiences for beginning teachers that provide systematic and sustained assistance to ease the transition into teaching. and mentors” (Kauchak & Eggen. “Ideally. The mentor should be supportive and willing to help in any way possible. p500). Having someone there to help and assist with establishing teaching skills is helpful. The mentor should be available to the teacher for not only their teaching needs but their emotional needs as well. New teachers want to become strong and independent having an experienced teacher and these programs helps achieve that and makes them a great teacher. this will help make that person the best teacher he or she can be. mentors provide not only emotional support but also technical support in planning and conducting lessons and assessing student learning” (Kauchak & Eggen. Having an experienced teacher helping out is what mentoring and induction programs do for new teachers. “The core essence of mentoring is relationship” (Steinbeck. The experienced teacher helps and guides the new teacher through his or her first year of teaching and as time goes on the mentor is still there to help. Induction and mentoring do have a difference.

Through the induction program new teacher can go to workshops that help with lesson planning and obtain good advice. The mentoring teachers have their own workload and classroom prep work they do not always have time to help the new teacher with lesson planning and prep work. The mentoring programs are not always successful. The teachers assigned as mentors do not always have time to help the new teacher with classroom work. 2005.Mentoring v Induction Programs 3 These programs are put in place to guide and help new teachers entering the field instead of leaving the teacher alone and having them sink or swim. Mentors would be more willing to put their time and effort into helping the new teachers if they were compensated in some way. In theory these programs are good and helpful but in reality they may not help the new teacher. Lightening the mentors work load is another way to help the mentoring teacher. Induction and mentoring for new teachers are effective programs. Although in some ways these programs are not effective. The support the mentors offer in these programs is helpful to the new teacher. Compensating the mentor for their help would be another good solution. Several first year teachers do not take advantage of the mentoring and induction programs. The teacher should be an experienced one but only there to help new teachers not have their own . New teacher should take advantage of every opportunity and put them to good use. Making the induction program mandatory for new teacher would be beneficial and a good solution. The new teacher is the one that needs to make the decision on whether or not he or she will take advantage of these programs. The new teachers should be required to attend the seminars and workshops. “They provide emotional support but little specific help in the process of learning to teach” (Kauchak & Eggen. This gives a new teacher the confidence to succeed in the classroom as well as feeling secure in their teaching techniques. A solution for that would be to have the mentoring teacher on staff just to mentor new teachers instead of doing both. but the mentor could be optional. p500).

Theoretically induction and mentoring are good programs. This gives the new teacher and the paraprofessional the experience needed to be a great teacher. This way the new teacher obtains the help he or she needs and the mentor is not spending his or her free time for this program. Having a paraprofessional in the classroom benefits the teacher because he or she can focus on the everyday issues. New teachers should take into consideration that they are inexperienced in the classroom and taking help from a mentor would be beneficial. This benefits the paraprofessional because he or she can learn about lesson planning and the day to day routines in being a teacher. When a new teacher realizes that they help and cannot do it completely on their own yet. that is what will make them a great teacher. The mentoring teacher would only have to focus on helping the new teacher and not about their own workload. If the teacher and paraprofessional gives and takes it benefits both of them. A couple of things that could be changed are the way the mentors are treated and the way new teachers view these programs. Looking at them on paper they seem to work well. A paraprofessional is a teacher’s assistant and is trained for that job. Having a paraprofessional in the classroom allows the teacher to free up the teachers time to do more important things. that their time would be well spent helping a fellow teacher. . Finding a way to help compensate the mentor for their time would be the best solution for this situation. While the teacher is obtaining the thoughts of students for future assignments or giving instructions the paraprofessional can handle the students. Helping the new teacher with anything needed is the role of the paraprofessional. The mentors need to take into consideration that mentoring a new teacher would also be beneficial to them as well.Mentoring v Induction Programs 4 classroom. This would also benefit the new teacher by having all of the attention of his or her mentor.

These programs assist new teachers so they are not intimidated by the classroom. No matter how much in denial the new teacher is he or she should take advantage of having a mentor. New teachers are often scared and a little nervous about going into the classroom for the first time and having a mentor would help with that. These programs are a great help especially if the person has never been in this field.Mentoring v Induction Programs 5 The mentoring and induction program is beneficial to everyone involved. they will regret not having a mentor. As soon as the new teacher realizes that he or she does know everything that he or she should. .

9:8080/EPSession ID=4a73cf9e77e359c785665dc82b293/EPHost=proquest. & Eggen. New York.com/EPPat h/pqdweb?index=12&did=1702790581&SrchMode=2&sid=1&Fmt=2&VIns t=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279398950&client Id=13118 . (2005).).umi. D.Mentoring v Induction Programs 6 References Kauchak. Mentoring and Servant Leadership in a K-12 public school system. New York: Prentice-Hall.234. (). doi:http://140. Introduction to Teaching : Becoming A Professional (2nd ed.. D. (2009). P. Rgent University .1.Merritt Steinbeck.

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