Mentoring vs. Induction Programs Essay

Mentoring vs. Induction Programs Essay

Research show that lots of teachers abscond their profession after their first year as an instructor. A 1986 survey carried out shows that, approximately more than 2/3 of every starting teacher will have absconded during their initial four years of instructing and during the initial seven years of their profession, approximately 40-50% of teachers will abscond. Some of the factors most probable to influence the attrition of fresh instructors include: (Blank, M.A et al, 2008)

  • Beginning instructors are not bale to deal with instruction problems like troubles with parents, discipline, as well as lack of adequate or suitable teaching materials.

  • Novice teachers over and over again are given little or no support subsequent to leaving the institutions of higher education and discover that their instructor teaching programs did not prepare them well for the reality of teaching.

  • The most complex teaching coursework are frequently given to beginners.

Other reasons, such as pay, influence the rates of attrition, although probably the fact that novice instructors are short of sufficient resources as well as support to handle such a huge responsibility. Essentially, the responsibility lies with parenting their students. There are lots of theories as to the reason why approximately more than 1/2 of novice instructors abscond the career within their first semi of a decade. Research proposes that many of the complexities beginners come across are grounded in the traditions of the teaching career, are environmental in their nature and are also grounded in the circumstances of the school as a place of work. In a bid to lower the attrition rate, programs have been implemented to encourage novice teachers to stay in the profession. Some of these programs include mentoring and induction programs. (Bartell C.A, 2004, p. 71)

Increasingly, teacher associations are working with School districts, institutions of higher education as well as with other bodies in a bid to set up mentoring programs to aid novice teachers, expert teachers in fresh assignments, and instructors in need of curative help to build up to the complex climbs with the support of guide. The desire is that the vocation as a whole will be competent to deal with the Everests of the learning situation in due time. (Blank, M.A et al, 2008)

Georgia Archibald, a retired tutor from Missouri, describes mentoring as a procedure that opens the exit to the school district and aids novel faculty discover the wisdom of all the instructors inside the building. Lynette Henley, a California instructor describes mentoring as “going next door to that new person and saying, ‘what can I do for you?’”. Ellen Logue, her retired colleague adds, “A mentor helps teachers make sense of the realities that they face in teaching, learn their significance, and use what they have learned to improve their teaching skills.” (Crane E.H & Erviti, James R.D, 1955, p. 3)

Ideally, mentoring aids to make sure that novel teachers gain access to build up instructional understanding and know-how of their colleagues in approaches that contribute to the success of the learner. Therefore, mentoring is a system to articulate and share the intellect of coaching. Tutor mentoring programs have been around for approximately more than twenty years and more than half the states in the nation now need mentoring designed for entry-level tutors. (Blank, M.A et al, 2008)

In an attempt to instigate and retain instructors of high quality, lots of schools have instituted instructor induction programs in the past two decades. Induction programs take numerous structures; the most modern of these structures soliciting from non-teaching professional’s induction techniques. Both old and fresh programs are ordered into introduction, instruction, evaluation as well as adjustment segments. Extra segments are incorporated into existing programs as fresh induction techniques are instigated. We can analyze how these programs have an effect on the expert maturation of the starting tutor by breaking down accessible programs into their useful constituents. (Crane E.H & Erviti, James R.D, 1955, p. 3-5)

A mentoring program differs from an induction program in the following ways: (Blank, M.A et al, 2008)

  • Mentoring is a formal coaching association in which a skilled tutor offers support, leadership, as well as feedback to a fresh instructor. Superior mentor programs instruct mentors fully, match up second and first year tutors with mentors in like ranks and topic areas as well as providing release time and general scheduling time for mentored and mentors.

  • Induction programs go beyond mentoring to offer specialist development, widespread framework of support, as well as standards-based valuation and assessments. Complete induction programs differ in their particular design, although fundamental elements comprise a superior mentor program, access to an outside network of starting teachers, continuing professional development, as well as standards-based assessments of starting instructors and the program itself.

  • A complete induction program comprises a combination of mentoring, support and specialized growth, as well a formal assessment for novel tutors in at least their initial two years of coaching.

  • A complete induction program is one of the most efficient techniques for maintaining quality tutors. Whereas mentoring is frequently compared with induction, it is in fact one portion of a complete induction program, which offers an extensive framework of leadership and support for novel teachers.

  • Mentoring is a helpful constituent of induction, although just one constituent of a complete induction system.

  • A complete induction program is not a detached mentoring program, however exact it maybe.

  • The Swiss philosophy clearly discards a “deficit” representation of mentoring, which supposes that novel instructors do not have competence and training and therefore require mentors. In its place, there is cautiously crafted selection of induction experiences for fresh teachers.

  • The mentoring component is vital to lots of induction programs, although it is not useful in and of itself.

  • Although mentoring is the most commonly practiced element of induction, it is by itself not sufficient to develop and retain novel tutors.

  • Mentoring own its own will do little to help in the retention of extremely skilled new instructors. Though, as an integral element of a structural induction plan, it may be successful.

Mentoring and induction programs are not equally effective given that for mentoring programs to be effective, they have to go hand in hand with proper induction programs and cannot be effective on their own. Induction programs will go beyond mentoring and differ in their design and can therefore be said to be more effective than mentoring programs. (Bartell C.A, 2004)

Up-to-date research does not yet offer ultimate proof of the significance of mentoring programs in keeping fresh instructors to abscond the profession. Negative results have been reported and affirm that formless friend mentoring can have damaging outcomes and can essentially be shoddier than no mentoring at all. Mentoring programs which are carefully designed can aid in three means to meet the challenge intrinsic in following both of these creditable goals simultaneously. Mentoring can be used to improve the rate of retaining teachers, as a tool for recruitment as well as helping to improve the knowledge and abilities of both novel and veteran instructors. (Crane E.H & Erviti, James R.D, 1955, p. 3)

Policy makers, school heads, teacher unions as well as new instructors themselves tend to offer support for induction and mentoring programs. Over the past three decades, mentoring programs have turned out to be increasingly more formal, more structured, as well as more reliant on the collaboration and fine offices of administrator of schools, tutor representatives, and advanced teaching staff by offering the following support. (Bartell C.A, 2004, p. 71)

  • Through holding mentoring discussions where novice tutors are offered support through substantive discussions with mentors.

  • Principles and teachers have developed deliberate approaches and adequate capability to employ their tutors in an opportune, information rich-procedure.

  • Deal with the curriculum needs of novel tutors at both the school as well as district levels.

  • By providing considerable resources both financial and human.

As a paraprofessional, my role in the induction program is to be taught on the different things that are required for me as a tutor. I have a responsibility of gaining knowledge from an individual who is experienced in the teaching industry. I ought to learn from both the induction and mentoring programs in order to be successful in teaching.

Both the mentoring and induction programs have to work for me as well. Failure to learn from these programs means that my chances of me making it as a tutor are slim. I have a responsibility to seek for additional support. Essentially, my role as a paraprofessional is to learn. (Bartell C.A, 2004, p. 71)

Offering state-level strategy support for tutor induction programs will aid tutors realize their full ability, not to leave the career, encourage student learning as well as saving money. School districts and higher learning institutions should work jointly to offer well-designed and high-class induction and mentoring programs in an effort to help paraprofessionals. (Blank, M.A et al, 2008)

Based on my research, these programs lack the following.

  • Many mentoring programs lack crucial instructive content.

  • They lack structural characteristics of effectual expert development that are required to generate successful leaders.

  • There is minute communication or coordination among the diverse mentors which creates gaps as well as idleness that prevent novel tutors from having the capability to access their expert growth or needs.

  • They lack adequate resources both monetary and human.

  • They lack enough qualified support from experienced colleagues.

  • They lack enough support from policy makers, teacher unions as well as school heads.

  • They lack appropriate teaching coursework suitable for beginning teachers.

The types of additional features which would improve these programs include: (Bartell C.A, 2004, p. 71& 72)

  • A higher education association working together with school districts to make sure that induction is designed well and is of high excellence.

  • Teacher induction programs should receive continuing policy support.

  • These programs should be given sufficient financial support at the state level which will make them stay in the occupation, assist them recognize their full capability, promote greater learner responsiveness as well as save money.

  • Provision of technological know-how like internet and email to enable mentors be able to communicate and interact freely.

  • Provision of more time for mentors to hold discussions especially on a full time bases.

  • Mentors should be have access to information so that they can understand the policies of the school society, in addition to accessing a network of teaching resources.

  • Mentors should have the right attitude and personality, know-how and professional capability, interpersonal as well as excellent communication skills.


Bartell C.A. (2004) Cultivating high-quality teaching through induction and mentoring.

Corwin Press, ISBN: 0761938591, 9780761938590.

Blank, M.A et al (2008) Mentoring as Collaboration: Lessons from the Field for

Classroom, School, and District Leaders. Corwin Press, 2008.

ISBN: 1412962773, 9781412962773.

Crane E.H & Erviti, James R.D (1955) Reasons why Some Teachers Leave Public

School Teaching in Upstate New York. The University of the State of New York,

The State Education Dept., Division of Research. Original from Cornell University. Digitized Jan 13, 2009. 44 pages.

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