2.  STEADY GROWTH OF STUDENT POPULATION  WEAKNESSES OF EXISTING TEACHERS  MANY NEW TEACHERS (25- 30%) WHY

3. MENTORING IN PERUVIAN BNC’s AN EVOLUTION OVER TIME PAST PRESENT FUTURE

4. THE PAST DID WE HAVE MENTORING ? Supervision +Training, yes Mentoring, no

5. 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

6. SO… Along with professionalization and Improvement of English, new training programs to address the main weaknesses were established.

7. THE PRESENT Every BNC has:  Pre-service Training  In-Service Training  Training for New Teachers  Induction  Visits to classes of senior teachers  Demo lessons

8. Is that enough for teachers? DEFINITELY NOT because Senior teachers need to adjust to change New teachers need time to process information

9. A mentoring Program is needed for: Adequate adjustment to the :  Institution  Regulations  Policies  Textbook  Best Practices

10. DIFFERENT RESPONSES TO DIFFERENT CONTEXTS BNC 1 BNC3 BNC4 BNC 2

12.  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

13.  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.

14. 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)

15. 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).”