MENTORING PROGRAM

							THE NEED FOR MENTORING
       STEADY GROWTH OF
        STUDENT POPULATION
       WEAKNESSES OF EXISTING
WHY     TEACHERS
       MANY NEW TEACHERS (25-
        30%)
MENTORING IN PERUVIAN BNC’s
AN EVOLUTION OVER TIME
THE PAST

   DID WE HAVE MENTORING ?

    Supervision +Training , yes
         Mentoring, no
COMMON PRACTICES

 Traditional supervision
 Class observations were not very
  frequent
 Different kinds of feedback from
  today
 Student evaluation was too
  important in annual review
 Inadequate quality control
SO…

  Along with professionalization and
 Improvement of English, new
 training programs to address the
 main weaknesses were established.
THE PRESENT

Every BNC has:
  Pre-service Training
  In-Service Training
  Training for New Teachers
       Induction
       Visits to classes of senior teachers
       Demo lessons
Is that enough for teachers?


                 DEFINITELY NOT

                     because


 New teachers need             Senior teachers
  time to process              need to adjust to
    information                    change
A mentoring Program is
needed for:
 Adequate adjustment to the :
  Institution
  Regulations
  Policies
  Textbook
  Best Practices
DIFFERENT RESPONSES TO
DIFFERENT CONTEXTS
            BNC 1


      BNC
       2            BNC3


            BNC4
WHAT DOES MENTORING
INCLUDE?
 In-service training:
   Workshops to address identified
    weak areas
   Seminars, meetings , clinics
 New teacher training / team-teaching
 Senior teacher training/ team
  teaching
 Online Communities for teachers
 One-on-one meetings to address each
  teacher needs
 Study group peer mentoring
 Class Observation Program
   New teachers observe more
    experience teachers
   New teachers are observed
   Move from monologue to dialogue in
    observations.
THE FUTURE

 As long as there are teachers, there will be a
  need for a mentoring program
 Innovation and improvement of our
  programs demand mentoring
 Mentoring programs will evolve according to
  new teaching times
 It will be necessary for senior teachers in
  order to cope with new teaching times (Use
  and appropriate use of technology)
Mentoring Crucial for
Developing Quality Educators
 “…teacher mentoring appears to
 significantly impact a beginning
 teacher's movement along the
 continuum of skill development and
 self-confidence as a teacher (New
 York State Department of Education,
 2004).”