A Three Year
Long Mentoring/Induction Program
By Barry Sweeny, 1997
The following was part of a paper written to argue for a mandated
and state-supported induction program in Illinois. As the author,
I am glad to share it with you as a possible road map for a multi-year
program.
This Induction Program provides a three year professional development
program for both beginning and new but experienced teachers. The
Program is designed to accomplish two goals:
- To accelerate the professional growth
of both mentor and protege
- To promote the restructuring of schools
by establishing new norms, two teachers at a time, for the daily
professional interaction and work of educators.
YEAR ONE -
In year one of the three year induction process, the mentor and
protege begin by attending an initial training that prepares them
for their work together. The essential work of a mentor-protege
pair is orientation, learning the curriculum, and accelerating the
necessary transition from thinking like a student to thinking and
behaving like a professional educator.
In addition to these critical tasks, throughout this initial year
the mentor is constantly modeling and promoting discussion of a
wide range of effective teaching practices. The effective practices
which are emphasized are those which are dictated by the research
on the typical needs of beginning teachers and those identified
as areas for growth by assessment of the specific needs of the beginning
teacher assigned to the mentor.
Later on in year one the mentor and protege are trained in the skills
of peer observation, non judgmental feed back, and coaching for
reflection and analysis. All of these skills are focused on inquiry
into effective classroom instruction. In addition, evidence of the
protege's teaching and of the mentor and protege work together is
collected throughout year one to be used later on in creating a
professional growth plan and in the protege's professional development
portfolio.
The culmination of year one is the mentors' and principals' feed
back to the proteges and the protege's self-assessment of their
own teaching relative to the state teaching standards. The final
product of that analysis is a personal profile of the protege's
teaching strengths, 2-3 standards areas targeted for growth, and
a professional development work plan addressing those target areas.
YEAR TWO -
During year one many of the protege's survival needs are laid
to rest. In year two beginning teachers continue to refine their
teaching practices and they have greater ability and self confidence
to take a more critical look at their own teaching. To support this
self-examination, the mentor-protege pair conduct initial peer observation
and coaching and they learn and apply the process of action research.
All of the coaching and action research is focused on the implementation
of their professional development work plan, a continuous study
of effective teaching practices, and the increase of teaching skills
in the targeted areas of the state Teaching Standards.
The protege continues to collect evidence of professional growth,
of the work with the mentor, and of the work of teaching of students.
The mentor and protege analyze this evidence, especially for its
relevance to the demonstration of growth in the targeted areas of
the state Teaching Standards identified in their initial professional
development work plan. This work plan may be updated and extended
as needed so it remains an effective guide for the mentor and protege's
work together.
The final products of year two of the induction process are the
selected evidence of the protege's growth relative to the state
Teaching Standards, the data collected from the observation of their
teaching, and reflective writing by both mentor and protege about
the conclusions they have reached about their mutual work and growth.
At the end of the second year the mentor prompts protege self-assessment,
reflection, and conclusions about areas for growth relative to the
state Teaching Standards. The mentor provides feed back on the protege's
strengths and reinforces the protege's accurate self perceptions
about areas for growth. When the protege and the mentor's perspectives
about the need for growth are different, the mentor prompts analysis
of the data collected and conclusions about the need for continued
growth relative to the state Teaching Standards. Together, the mentor
and protege develop a professional development work plan for their
third and last year of working as a mentoring pair.
YEAR THREE -
Year three is, to some extent, a continuation of the work of year
two in its focus on effective teaching practices, collection of
observational and action research data and implementation of the
professional development work plan. The major difference in year
three is a greater emphasis on documenting the results of the entire
process. Specifically, the work with the professional development
portfolio is extended to include more evidence of the mentoring
and teaching work of the third year. Also, evidence of the professional
growth of the protege relative to the state Teaching Standards is
selected from the artifacts collected and prepared with explanatory
comments. This work is an intense and time consuming process but
its purpose is vital to the beginning teacher. At the end of year
three the professional development portfolio forms the evidence
of appropriate mastery of the state Teaching Standards which supports
the beginning teacher's application for a standard teaching license.
Also, after year three the protege is expected to have attained
a level of self-sufficiency and the skills of self-assessment and
reflective practice that promotes career-long growth as an educator.
While there will always be collaboration, collegial support for
and discussion of development, the granting of the standard teaching
license is based on the demonstration that these skills and dispositions
have been internalized by the beginning teacher, such that (s)he
is worthy to be identified as a professional educator. |
