Induction and Mentoring System in Estonia

Jyväskylä, March 2006

Eve Eisenschmidt

Tallinn University

Estonia

eve@hk.tlu.ee

The basic principles of induction year

1. teacher education is based on constructivism where the teacher is a reflective practitioner and active learner who plans, leads and evaluates his/her studying and professional development

2. teacher education is a long-term and life-long process where the teacher evaluates his/her previous knowledge in practical situations, this way construing new knowledge

3. the development of a teacher takes place in working context, most effectively at school and is connected with the teacher’s everyday practice

4. professional development is a collegial process, schools are becoming professional learning communities. The most effective learning takes place in groups while supporting each other and giving feedback

5. professional development is multidimensional and individualistic and depends on a context. School culture, social, economical and political contexts influence teacher’s effectiveness and his/her motivation to work and study.

The aim of the induction year is to support novice teacher’s adjustment to school as an organisation, develop professional skills acquired in the course of primary training and provide support in solving problems caused by lack of experience

Estonian model of the induction year

 

• The performer of the induction year is a novice teacher who receives a teacher’s certificate after successful completion of the induction year.

• Novice teachers complete their induction year at their future work place with the minimum working hours a week on a certain school level

• Novice teachers are supervised by mentors who are teachers having experience in supervision, at least three-year work experience, experience in developmental work and who meet the competence requirements set for mentors.

• Mentors work as partners to novice teachers, supervising, counselling and providing regular feedback.

• Mentors participate in seminars organised at the induction centres and provide teacher-training institutions with feedback on primary training.

• Novice teaches participate in the support programme issued by the university centres

• At the end of the induction year, novice teachers apply to the certification board, attaching to it a certificate of completing the support programme issued by the university, individual development portfolio and evaluation of their performance during the induction year proving that they have met the professional standard requirements issued by the school.

Schoolleader- Is responsible for implementing induction year at school

Novice teacher-Graduate of teacher training who works as a first-year full-time teacher

Mentor- supervisor of the novice teacher, advisor

University centres of induction year:1. Organize external support seminars 4 times a year to support novice teachers’ professional development and self-analysis2. Provide mentor training

Parties of induction year

Organizational learning

The school which supports professional development is described as a cooperative organization where members work collegially, having the same aims, high expectations toward themselves and students, and the highest priorities at school are teaching and learning (Glatthorn, 1995).

Induction year is part of the organizational develpoment and learning.

Induction year promotes teachers' cooperation

3%

7%

42%

48% disagree

almost disagree

almost agree

absolutely agree

School leaders opinion:

Induction year supports the adaption of beginning teachers with their profession

17%

18%

65%

almost disagree

almost agree

absolutely agree

School leaders:

Novice teachers:

The main problems of beginner teachers during the first year at school according to different authors are the following (Griffin, 1992; Fullan, 2000 jt):

• ‘Am I really in the right place’, the principles about how to lead classwork, whether to be lenient or strict are unclear,

• adaptation with school culture, • how to plan work, distinguishing between important and unimportant

while teaching, • assessing students and diagnosing their development, working with

special needs students,• a lack of experience to cooperate with parents and colleagues,• how to motivate students and solve discipline problems,• not enough feedback and uncertainty

9

4

1

1

18

12

8

1

5

37

69

43

32

35

28

19

45

66

59

8

0% 20% 40% 60% 80% 100%

I am satisfied with my performance as ateachers during the first year

school administration's support wassufficient

my mentor's support was sufficient

the support of colleagues was sufficient

the support of parents was sufficient

completely disagree disagree so-so agree completely agree

92

70

66

69

8

30

34

31

0% 20% 40% 60% 80% 100%

I plan my developmentwith mentor every term

mentor helps set upaims for

mentor introducedother teachers

mentor introduced theschool culture and

documentation

yes no

The induction year is one opportunity to reform the education system, with the help of this the professional development of teachers is implemented. Supporting the development of a novice teacher influences the development of school as an organization, increases the cooperation between teachers and forms professional learning communities.

The role of a mentor and his/her activities should also concentrate on educational aims and main tasks of teachers at school. The mentor supports with his/her work the educational policies as a whole and national education reforms.

The professional development of a novice teacher

The development of school as an organization

Development the educational system

The aims of induction

year