Mentoring
In keeping with standards of practice relative to existing professions, teaching quality will be enhanced through a planned and systemic program of induction into the teaching profession that includes a robust program of mentoring that begins early in their preparation programs and continues through their early years of teaching.
Induction and mentoring for beginning teachers have been shown to have multiple benefits for both teachers and the systems in which they work. Retention of quality teachers is more likely in schools that have effective mentoring programs. Teachers participating in such programs develop more extensive repertoires of teaching strategies and exhibit greater job satisfaction.
Additionally, teachers in such programs are better able to handle discipline problems and show lower levels of stress. Some evidence also exists that teacher mentoring is associated with higher student achievement and more positive school climate. Given the apparent powerful benefits of mentoring on teachers, students, and schools, a seamless system of mentoring and induction that encompasses both pre-service and in-service settings likely will produce significant benefits for the state.
Performance Goal
All educators will receive a planned program of induction into the profession beginning with their pre-service experiences and receive quality mentoring beginning early in the preparation programs and extending through the early years of teaching.
All institutions provide mentoring development instruction for P-16 systems.
Action Steps
- Ensure seamless transitions from pre-service to practice.
- Institutionalize evidence-based induction and practice.
- Practice collaboration, communication, and collegiality.
- Encourage self-reflection.
- Maintain partnership between K-12 and higher education institutions.