hard to come by in an egalitarian school
culture where all teachers do the same
basic job.
Reduced workloads for new teachers
are basically nonexistent (Shields et al.,
2003). In fact, new teachers are more
likely to get larger classes, more students with special needs or behavioral
problems, extracurricular duties, and
classrooms with fewer textbooks and
equipment. These practices, which
Patterson (2005) calls “the hazing of
new teachers,” mistreat our newest
recruits, ignore their status as beginners,
and help explain why so many leave
teaching.
The most popular strategy for helping
new teachers get off to a good start is
an informal buddy system, in which
mentors offer technical advice and emo-
tional support. As one mentor explains,
the mentor is supposed to just be there
when you need her for whatever. . . .
I establish that with my mentees at the
beginning of the year, that I’m here to
help you in any capacity. I make sugges-
tions, but I tell them, “If you don’t follow
them, it’s all right. Maybe what I suggest
is something you feel you can’t use.”
(Feiman-Nemser & Parker, 1993, p. 699)
that new teachers will get the help they
need. Poorly designed mentoring may
even produce negative results: When
mentors have no training, lack clear
goals and expectations, and have little
or no time to do the work, they may
add to new teachers’ feelings of discouragement, isolation, and even cynicism
(Breaux & Wong, 2003; Johnson,
2004).
Induction as Individualized
Professional Development
The second model of induction
addresses some of these limitations by
of mentors (Achinstein & Athanases,
2006; Moir, Barlin, Gless, & Miles,
2009).
Simply assigning mentors does not guarantee
that new teachers will get the help they need.
Mentors who see themselves as
buddies expect to decrease their
involvement as the new teacher gains
confidence and control. New teachers
may also consider their relationship
with mentors as temporary. In the
words of one beginning teacher, “If
things are going fine, she pretty much
leaves me alone” (Feiman-Nemser &
Parker, 1992, p. 18).
When mentoring means little more
than occasional check-ins or informal
chats, it is not likely to influence
instruction, let alone student learning.
Some argue that a narrow view of
induction as temporary support is better
than nothing. But is it good enough?
Growing evidence suggests that simply
assigning mentors does not guarantee
combining new teacher support with
ongoing professional development
tailored to beginning teachers’ needs.
This model recognizes that new teachers
are still learning to teach and are not
likely to develop effective practice
on their own. Individualized profes-
sional development, crucial for all new
teachers, is essential for those with
limited preparation, especially those
working in high-poverty schools.
