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Teacher Mentors

The Critical Interaction Between the Induction & Mentoring Programs

The research on transfer of training (Joyce and Showers, etc.) and the principles of effective professional development teach us that initial training experiences are not sufficient by themselves to ensure improved teacher performance. If teachers are expected to improve, they must have the support of experts and their peers through mentoring and coaching to help them transfer their knowledge gained in training into their classrooms and then adapt that knowledge to work in that unique context with their individual skills set.

Only then can they eventually develop mastery of the strategies they have learned.

That is why effective induction and mentoring programs (indeed, all staff development activities) need to be an integrated process of group instruction, planning, and practice combined with individual follow up support in the classroom for implementation.

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