Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction

Abstract

This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice, focused on a research-based conception of high-quality teaching known as effective balanced instruction, was used to measure the impact of the intervention. Using a matched comparison group design with 24 beginning teachers, the study tested the effects on teaching practice of intensive mentoring. Findings indicate that the improvement in the beginning teachers' AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers.

From Swan to Ugly Duckling? Mentoring Dynamics and Preservice Teachers’ Readiness to Teach

“…As mentor teachers can play such a powerful role, it is recommended to invest more time and rigour in selecting mentors. Researchers believe assignments of mentors typically are based on convenience, volunteerism and entitlement rather than on choosing the ones who are willing to help preservice teachers in their professional development (Stanulis & Floden, 2009;Wood & Stanulis, 2009). This research calls for careful mentor selections to safeguard against ill-practiced mentoring lacking in motivation and inspiration.…”

Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience

“…Mentoring, like induction, involves a variety of support processes. For example, mentors can provide general advice, inform the mentee of school policies and procedures, and support in enculturating the mentee, by helping them to adapt to the culture of the school and learn common behaviours and ideas (Stanulis & Floden, 2009). Additionally, mentors can support the mentee with curriculum, planning, implementation and evaluation of student learning experiences (Lazovsky & Reichenberg, 2006), facilitate discussion and reflection on practice, and provide opportunities to broaden the teachers' teaching and learning experiences (Castro, Kelly & Shih, 2010).…”

Mentoring in Action

“…Mentors viewed this support as professional assistance, while the new SETs saw this support as also meeting their emotional needs. Perhaps by providing the instructional support that the new SETs needed, the mentors were meeting the SETs' emotional needs as well (Stanulis & Floden, 2009). The new teachers were then able to tackle their instructional challenges and not be left emotionally distraught.…”