Induction and Mentoring
The Exploratorium Leadership Program is a two-year training and support program for alumni of the Teacher Institute who take on the responsibilities of mentoring and coaching novice science teachers in the Exploratorium Beginning Teacher Program. The goal of the Leadership Program is to train a group of veteran science teachers to apprentice the novice teachers and induct them into the strategies for teaching science using exploration and inquiry. These veterans can choose to work as mentors or coaches. Another equally important objective of the program is to provide experienced alumni with opportunities to develop their own leadership skills.
Drew Isola and
A presentation on the PhysTEC project and the mentoring of beginning physics teachers. The presentation discusses the problem of teacher attrition and the role of mentoring in solving the attrition problem.
As part of an analysis of teacher retention in California, the Center for Teacher Quality at California State University conducted a study to better understand the factors that contribute to teacher attrition and turnover. Close to 2,000 current and former California public school teachers participated in an online survey, the data from which was used to examine the professional and personal reasons cited by those who leave teaching and those who remain in the classroom through several different educational lenses: low-poverty and high-poverty schools, elementary and high schools, and general education classrooms and special education classrooms. The resulting analysis provides a detailed description of the different strategies required to retain teachers in different types of schools.
the Physics Teacher Education Coalition
There exists today a broad consensus that recognizes new teacher isolation and lack of support as major causes of teacher attrition, and recommends stronger induction and mentoring programs for beginning teachers as a means to keep them in the classroom. The Alliance for Excellent Education recommends comprehensive induction programs consisting of high-quality mentoring, common planning time, ongoing professional development, an external network of teachers, and standards-based evaluation for new teachers. PhysTEC provides suggestions for increasing rates of recruitment and retention, as well as providing examples of member institutions.
Drew Isola and
This workshop presentation covers various models for implementation of mentoring programs for new physics teachers. It covers styles of mentoring, the importance of mentor training and various models for training implementation, and difficulties in implementation. It is the continuation of a previous workshop.
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