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| ARTICLES > Mentor: Mentee; Discovering the first year teacher - posted 19 Dec 2006 |
Mentor: Mentee; Discovering the first year teacher - posted 19 Dec 2006[off-topic]The beginning teacher is inundated with enormous challenges as a first year professional educator. Undergraduate program do not truly prepare the pre-service teacher for today’s classroom. The novice teachers are expected to implement programs that the undergraduate setting has not prepared them to do. The undergraduate programs are not providing the preservice teacher with the necessary information needed to be proficient in today’s classroom. This inadequacy can be solved by placing practicing teacher in the undergraduate classroom. I am an adjunct professor at a college. As I conference with students, I learn that they do not believe they are not exposed to enough classroom observation and instruction. The students interviewed stated this is a practice of the college. Next, the pre-service teacher is bombarded with a wealth of information that does not necessarily complement what is to be taught in today’s classroom. Also, as a practicing teacher, pre-service teachers must be allowed to teach lessons to the class that they observe so they may learn form their successes and mistakes. With respect to the undergraduate programs, it is almost impossible to expose students to every aspect of teaching in the college classroom environment. When a prospective teacher pursues the internship, the norm for the classroom has already been established by the cooperating teacher. The intern simply continues the norm of the established classroom. However, when prospective teachers become first year teachers, they have to establish their own norms for their classroom. Upon graduation from a four year program, the novice teachers are too often shoved in a classroom, given a list of students, and placed on several committees. School administrators must create meaning and purpose at for task that are assigned to the novice teacher (Lowe, 2006). All of this can be very overwhelming, and often lead many novice teachers to deciding to leave the profession. In order to have a smooth transition from undergraduate to real world teaching, it is imperative that a first year teacher be assigned a mentor. The mentor should be genuinely interested in the success of the first year teacher. Mentors should have a vested concern in their mentees to insure that they are not set up for failure. It is important to have capable mentors at assigned school prepared to assist the novice teacher. An effective mentoring program provides the new teacher or mentee the professional encouragement, understanding, and support necessary to experience success in the classroom. Additionally, schools that support a flourishing mentoring program must encourage their excellent veteran teachers to provide essential leadership and use their skills to become mentors. Time must be set aside for the mentor and mentee to develop goals and strategies. The mentor and mentee should form a bond that will essentially be beneficial to both and the student. Through this alliance, students will receive valuable instruction enabling them to become proficient and participate in classroom discussions (Gancer, 1995). The main goal of the mentoring program is to retain highly qualified teachers so they may become future mentors. Do you remember your first year in the classroom? Did you have a mentor that was concerned about your welfare and the welfare of your students? Well, my first year in the classroom was a wonderful experience. I had a mentor that assisted me with all levels of the job. For example, she made herself available to me in the mornings before school and the evenings after school. She had a pure concern for me and my students. The mentor and mentee should have time that is set aside for them to discuss successes and failures. This is the time that new strategies and goals are discovered. Inman (2004) indicated that in order for a mentoring program to be truly successful, there must be support from the principal and the Local Education Association. A good principal understands that a new teacher is under a tremendous amount of pressure. For example, the new teacher is in an environment where he or she does not know the faculty and staff or the students. The individual may feel isolated and alone. It is the mentor’s job to recognize that the mentee may need to vent if he of she becomes overwhelmed with teaching, students, and demands from the principal as well as the LEA. A beginning teacher should take care of mental and physical needs. Many beginning teachers have become overwhelmed with the stress of teaching. The mental anguish of the beginning teacher sometimes leads to undue health problems which ultimately lead to resignation or termination. In order to succeed, a person must make sure that he or she is comfortable, have access to items that are needed to teach, and able to perform at a level that can be measured in order to receive feedback (Danley, 2006). During my studies at Alabama State University, I had the task of devising a mentoring plan. Dr. Gwen King instilled the importance of a good mentoring program. She insisted that a good mentor must provide both growth and guidance in order to be a good mentor. A good mentor is also a friend and a counselor (King, 2004). King stated, “An authentic helpful and trusting relationship between the mentor and a beginning teacher may be the difference between their success or failure”. Upon discussion and understanding the goals and mission of the school, the mentor and mentee develop objectives. A timeline is devised to when objectives will be completed. There must be phases that the mentor and mentee complete. For instance, phase one should be the meeting phase, phase two should be the discussion phase, and phase three should be the evaluation phase. This will ensure that all levels of participation are satisfied and completed. The mentor and mentee should keep a log of meetings. This will make certain that all success and failures are addressed. In order to make the program successful, the mentee should complete the following:
Constant feedback is one of the key factors in having a successful mentoring program. A final evaluation for the program will be discussed with the administrator, mentor, and mentee to analyze and make changes if necessary. Reference Danley, F. (2006). A teacher’s perception of the use of technology in today’s classroom. A Field Study. Ganser, T. (1995). Principles for mentor teacher selection. Clearing House (68) 5. Inman, D. (2004). Teacher retention: Why do beginning teachers remain in the profession? Retrieved December 17, 2006 from http://www.findarticles.com/p/articles/mi_qa3673/is_200407/ai_n9421952 (King, G. personal interview, October 19, 2004) Lowe, J. (2006). Attracting and retaining teachers in small schools. Retrieved November, 6, 2006 from: http://www.findarticles.com/p/articles/mi_qa4126/is_200601/ai_n16410264.
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Institute professional development plans according to surveys response by mentee
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