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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).”