Teacher induction: personal intelligence and the mentoring relationship

Abstract

This article is aimed at probationer teachers in Scotland, their induction supporters and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland, (GTCS) but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms -formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important.

The Native Speaker Programme – The Coin has Two Sides

“…Hence, this finding adds support to several studies (Foster 1999, Hobson 2002) which consider the novice teachers' experience in analysing the procedure involved in conducting effective lesson as the most valuable aspect in mentoring strategies. In addition, research (Martin & Rippon 2003, Schmidt 2008 show that, valuable mentoring activities include the collaboration of both mentor and mentee in the process of teaching. This collaboration requires them to work together to reach a consensus when planning a lesson as well as to reflect on the conducted activities in positive and constructive ways in order to identify the strengths and weaknesses of the teaching and learning activities and ways to improve the lessons.…”

What makes a good induction supporter?

“…The power of the induction supporter to withhold the probationer's access to full registration is evident in the formal procedures created. How that power is wielded is determined by the interactions of individual induction supporters and probationers in the context of their own school and the personal as well as professional qualities these individuals possess to negotiate those interactions (Martin & Rippon, 2003). These qualities will determine the ways in which the mentoring relationship develops and what roles the induction supporter will adopt most readily.…”

“…An induction supporter should "be friendly and supportive so that they don't feel like an examiner". It is manifest that any potential induction supporter will have to command impressive interpersonal skills to be able to meet the expectations of probationary teachers (Martin & Rippon, 2003). The respondents put personal characteristics, marking out the induction supporter's "approachability" at the top of their list (86% of respondents mentioned it once or more).…”

Cognitive coaching : the impact on teacher candidates' teacher efficacy.

“…Time, financial incentives, modeling, and lesson observations all play a role in the effectiveness of mentoring programs (Abell et al, 1995;Bullough, 2005;Foster, 1999;Jonson, 2002;Lee & Feng, 2007;Martin & Rippon, 2003;Roehrig, Bohn, Turner, & Pressley, 2008;Schmidt, 2008;Simpson, et al, 2007;Yeomans & Sampson, 1994). Time and financial incentives were the most consistent findings in the mentoring literature concerning the influence of the mentee and mentor relationship.…”

“…Lesson observations were impactful if clear objectives were agreed upon between the mentor and mentee (Jonson, 2002;Martin & Rippon, 2003;Schmidt, 2008). The observation process consisted of a pre-observation conference, observation, and post-observation conference where goals and outcomes were discussed by means of constructive dialogue concerning the strengths and weaknesses of the mentee's teaching.…”