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									Tips on Successful Implementation of Mentoring

Mentoring, training and coaching programs for novice teachers are
excellent ways to improve the quality of skills and knowledge of a new
teacher, his job satisfaction, and his professional competence. These
programs available for the new teacher are also effective means of
enhancing the student’s abilities and the mentor’s skills as well. In
many US schools, these mentoring programs are mandatory to ensure that
the new teacher is fully capable of handing the classes.

In some schools, mentoring programs are instituted not only to prepare
the new teacher for the job but also as a way of addressing the problem
of teacher shortage. A recent news published on Contra Costa Times
reveals that almost 25% of new teachers in California leave their job in
their first four years of teaching because of lack of support from the
administration and fellow teachers. Also, the mentoring program adds
bureaucratic burden both for the novice teachers and their mentors. Apart
from the additional responsibilities that are given to the teachers,
there’s a lot of paperwork that needs to be accomplished. This includes
preparing lesson plans, evaluations, and progress and accomplishment

In order to ensure that mentoring programs are successfully implemented,
here are some tips and pointers to remember:

• Eliminate unnecessary paperwork and requirements – this has been
recommended by UC Riverside researchers after finding out that a lot of
mentors and new teachers engaged in the program are complaining about the
repetitive tasks and extra paperwork they need to accomplish. Aside from
the fact that neophyte teachers are already overwhelmed by their new
responsibilities, they are still burdened with lots of paperwork
including preparing lesson plans, which usually consumes so much of their
time. It is recommended that programs should focus on mentoring itself.
The new and veteran teachers may engage in less taxing activities that
would allow them to interact and share knowledge, skills and experiences

• New teachers must be matched with the right mentors – It is important
for the new teacher and the mentor to interact without any inhibition. To
be able to achieve this, the administrators must strive to match news
teachers with mentors who share with them same qualities and interests.
This would allow the new teacher to freely ask questions and ask for tips
and advices from the mentor.

• Have separate evaluators – In order for the mentor and the new teacher
to focus on their main tasks, they must be relieved from doing additional
tasks such as evaluation of the program. A separate evaluator who shall
meet the veteran and the new teachers to discuss the progress of the
mentoring program may be assigned.

• Conduct regular assessment of the whole mentoring program – Campus-
level administrators should not only evaluate progress of the newly hired
teachers but as well as the whole mentoring, training and coaching
program of the school, which includes the mentors capability to coach
neophyte teachers, the process of mentoring, the students’ progress vis-
à-vis to the new teachers’ progress during the program, and other forms
of support and assistance given to the new teacher.

It is also important to determine the thoughts or opinions of other
teachers about the program and its impact on their desire to stay or
leave the school or the teaching profession. These things are vital to
the implementation and improvement not only of the mentoring programs of
the particular school but of others as well.

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