1. Teacher Inductio n Day 9 Session 1

2. Objectives Explain meaning of teacher induction and mentoring Differentiate between teacher induction and mentoring Identify roles of the mentor & mentee Describe role of teacher induction & mentoring in enhancing TL/SLO Explore ways of establishing effective mentoring relationships

3. Early days as a teacher/ HT Individually, consider the following questions: 1. How were you received on your first posting as a teacher/ head teacher? Who received you? How did this person receive you? (What did they tell you? What did they show you? What kind of support did you receive and over how long?) 2. Did the manner in which you were received help you settle in the job and the school? Explain.

4. GROUP TASKS Group 1,2 &3 Read the activity sheet: Groups 1 and 2 will stage a role play on the two different scenarios Group 3 will develop a creteria, observe and give comparative feedback on the appropriateness of induction.

5. Group tasks cont... Group 4: From own experience and through observing others, what are the characteristics of Newly recruited teachers? Teachers on transfer? Group5: Agree on the common teacher induction practices there are in your schools. Group 6: What area/processes should be included in a teacher induction program?

6. Definition of teacher induction Teacher induction is the support and guidance provided to novice teachers and school administrators in the early stages of their careers. Teacher induction involves orientating and acquainting the new/ beginning teacher with people, systems, structures and the physical facilities in a school. It is a process of providing a support system

7. Definition (cont.) Teacher induction involves mentorship for the professional development of this teacher Orientation means to acquaint with the existing work and school environment. TI therefore is, the collaborative mechanisms for supporting new teachers’ transition from either pre-professional training or other contexts, such as other schools or occupations, to professional educator.

8. Why teacher induction? 1. Success for new teachers begins with a solid induction program 2. Early years determine whether or not the newly qualified teacher will pursue a career in teaching 3. Effective induction is essential in ensuring the transition from neophyte to competent practicing professional

9. Nature of teacher induction Comprehensive, high-quality induction consists of several key elements: a multi-year program (ideally) rigorous mentor selection and training subject-area pairing of mentors and beginning teachers sufficient time for mentors to meet with and observe new teachers formative assessment that assists beginning teachers to advance along a continuum of professional growth.

10. What does teacher induction involve? orientation to the workplace socialization and guidance through beginning teacher practice mentoring any other thing that is important for the teacher to know about the school

11. Areas of orientation  Physical structure of the school (what does the school have/ not have?) 1. Teachers’ code of regulation Appointment assignment and other conditions of service for teachers Teachers’ salaries and increments Legalities governing teachers in the discharge of their duties.

12. Areas of orientation Cont…  Culture of the school Vision Mission Values School rules and regulation The school community and interrelationships Administrative and management structure

13. Areas of orientation Cont… Roles & responsibilities(within the school) Orientation on emerging issues relevant to the school Health (malaria, skin diseases, malaria, water borne diseases,pests, HIV &Aids) Safety and security Gender related issues (early pregnancy) Rights of the child (child abuse) Others ….

14. Teacher induction can also be divided into phases Phase 1-pre-orientation Phase 2-orientation Phase 3-systemic sustained supports Phase 4- professional development. In groups discuss the activities in each of the phases. Share with the class.

15. Pre-Orientation Teaching assignment Curriculum and resources School information Historical and cultural information Community, region, territory (housing, environment, culture) Salary and benefits

16. Orientation phase School – physical layout, resources, expectations, policies Community Cultures/languages Region (Divisional Education Council)

17. – Systemic Sustained Supports Formal mentor program New and beginning teacher communication networks Team planning/teaching Resource files Master teacher observations Study groups Resource people

18. Professional Development PD for beginning teachers should address areas of greatest need to allow for the connection of theory in pre- service with teaching experience in the beginning years. Experienced teachers also benefit by refreshing knowledge and by learning new strategies.

19. Doing things differently. Looking back on that first year, is there anything you wish had been done differently? List the things that helped you settle down quickly. Explain how they were done. List the things you would have wanted done differently. Explain how you would have wanted them done and why.