Next generation mentoring: Supporting teachers beyond induction |
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| Institution: | 1. National Louis University, North Shore Campus, Suite 434, 5202 Old Orchard, Skokie, Il 60077, USA;2. National Louis University, North Shore Campus, 5202 Old Orchard Rd. Suite 409, Skokie, Il 60077, USA;3. National Louis University, North Shore Campus, Suite 421, 5202 Old Orchard, Skokie, Il 60077, USA;1. Utrecht University, Faculty of Social and Behavioral Sciences, Department of Education, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands;2. Radboud University Nijmegen, Graduate School of Education, Erasmusplein 1, 6525 HT Nijmegen, The Netherlands;1. Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, British Columbia, V6T1Z4, Canada;2. Faculty of Education, University of Salamanca, P° de Canalejas, 169, P.O. Box 37008, Salamanca, Spain |
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| Abstract: | Mentoring teachers during the induction years has long been recognized as a powerful means to support and acclimate new teachers to the profession. Once the induction years are over however, mentoring is rarely offered for experienced educators. Additionally, teachers in their mid to late career stages often find professional development poorly suited to their interests or needs. As a result, frustration, cynicism, early attrition, and ‘burnout’ occurs.This study explores the perceptions of 20 experienced teachers in order to understand their professional needs and their perceptions about being mentored. Recommendations for the design of post induction mentoring programs are offered to schools looking to retain experienced teachers and inspire them for a full career of teaching. |
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| Keywords: | Post induction mentoring Teacher retention Mid to late career teachers Professional development |
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