The best teachers learn from their teachers too. As teachers who are already in the field, we also serve as mentors to newly hired teachers or “inductee”.
Mentoring is not a only support for what and how to teach. More importantly it is integral to the professional development and empowerment of the mentors and inductees to imbibe the true meaning of professional consultation, collegiality, and collaboration in the workplace. It embraces intellectual, moral, and emotional support for “colleagueship” characterized by professional sharing, working in teams and observing peers.
The mentoring role is a unique relationship between a beginning and a more experienced teacher. This relationship should be built on mutual trust and respect, a reciprocity anchored on professionalism. The mentor does not assume the role of a “know-it-all” or a “follow me” peer but takes leadership in building a relationship among colleagues who are inquiring into what is effective and reflective teaching. Each member of that relationship, the mentor and the inductee, brings important knowledge and skills in building a structure within the context of the culture of each school or cluster of schools.
Administrators can improve mentoring to new teacher by doing the following:
- Provide appropriate support for beginning teachers as they “navigate” their first three years.
- Establish collegial relationships between the experienced mentors and the beginning teachers over time.
- Retain experienced teachers in the system by giving proper recognition and incentives.
- Improve the academic achievement of learners while teachers (mentors and inductees) learn from each other.
- Systematize the professional development of both inductees and mentors.
By: Loida Biado-Rodriguez | Teacher II | Limay National High School | Limay, Bataan
