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Mentoring v. Induction Programs
Shawn Culver
AED/201
University of Phoenix
November 16, 2014

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The transition to teaching is rarely easy. Sometimes hired at the last minute, new teachers are left isolated in their classrooms, and given little help. Therefore, attrition rates among new teachers are five time higher than among experienced teachers.(Archer,2003; Moskowitz and Stephens, 1997). To help with this, a lot of emphasis is being put on induction and mentoring programs. The terms induction and mentoring have become synonymous in most states and school districts across the country. Although used interchangeably, they actual have different meanings. Induction programs are professional experiences for beginning teachers that provide systematic and sustained assistance to ease the transitions into teaching. Induction programs may include structured staff development activities, such as workshops focusing on problems commonly experienced by first year teachers. Procedures for providing first-year teachers with crucial information, and mentors(Kauchak and Eggen, 2005). Mentors are experienced teachers who provide guidance and support for beginning teachers. Mentors not only provide emotional support, they also provide technical support in planning and conducting lessons and assessing student learning. Both induction and mentoring programs are equally important in retaining new and beginning teachers. Induction programs offer a wider support system than mentoring alone by providing guidance and introduction the the position. Successful induction programs makes sure that special attention is given to teachers in the beginning years of their career to help them link their performance to state and district standards. Mentoring or coaching includes more one-on-one support and feedback. Mentors for beginning teachers are compensated for their work and are 3

given opportunities for their own professional growth through classes that help them become more effective mentors. Teachers receive assistance and support with everyday problems and are encouraged to develop a reflective professional attitude(Kauchak and Eggen, 2005). Universities and schools collaborate to create clinical learning environments for beginning teachers. These relationships provide professional development for both k-12 and university faculty. By providing mentoring programs they substantially increase the retention rates for beginning teachers. The best mentoring programs are structured and include classroom observations and feedback. Effective programs produced teachers who were better at organizing and managing instruction and their students were better behaved and more engaged during lessons. Mentoring and induction programs are ways that school districts bridge the gap between beginning teachers and the school system. The programs focus on collaboration between beginning teachers with veteran teachers that are known for their competence and quality. Program features include curriculum development, in-service teaching, professional development, teaching observations. Mentoring programs extend after the beginning induction programs and paired experienced educators with a new teacher from 1-3years. Mentoring programs are supposed to supplement the first years of teaching by giving new teachers additional support form educators, whom do not have the ability to negatively affect the new teacher.(www.wested.org/online/tchrbrief.pdf) It is in the first