STEADY GROWTH OF STUDENT POPULATION WEAKNESSES OF EXISTING TEACHERS MANY NEW TEACHERS (25- 30%)...

STEADY GROWTH OF STUDENT POPULATION

WEAKNESSES OF EXISTING TEACHERS

MANY NEW TEACHERS (25-30%)

WHY

MENTORING IN PERUVIAN BNC’s AN EVOLUTION OVER TIME

THE PAST

DID WE HAVE MENTORING ?

Supervision +Training , yesMentoring, no

COMMON PRACTICES

Traditional supervision Class observations were not

very frequent Different kinds of feedback

from today Student evaluation was too

important in annual review Inadequate quality control

SO…

Along with professionalization and Improvement of English, new training programs to address the main weaknesses were established.

THE PRESENT

Every BNC has: Pre-service Training In-Service Training Training for New Teachers

Induction Visits to classes of senior teachers Demo lessons

Is that enough for teachers?

DEFINITELY NOT

because

Senior teachers need to adjust to

change

New teachers need time to

process information

A mentoring Program is needed for:

Adequate adjustment to the : Institution Regulations Policies Textbook Best Practices

DIFFERENT RESPONSES TO DIFFERENT CONTEXTS

In-service training: Workshops to address identified weak areas

Seminars, meetings , clinics New teacher training / team-

teaching Senior teacher training/ team

teaching Online Communities for teachers

One-on-one meetings to address each teacher needs

Study group peer mentoring Class Observation Program

New teachers observe more experience teachers

New teachers are observed Move from monologue to

dialogue in observations.

THE FUTURE

As long as there are teachers, there will be a need for a mentoring program

Innovation and improvement of our programs demand mentoring

Mentoring programs will evolve according to new teaching times

It will be necessary for senior teachers in order to cope with new teaching times (Use and appropriate use of technology)

Mentoring Crucial for Developing Quality Educators “…teacher mentoring appears

to significantly impact a beginning teacher's movement along the continuum of skill development and self-confidence as a teacher (New York State Department of Education, 2004).”