Supporting schemes for novice teachers

There are many programs designed to support newly recruited or  inexperienced teachers. Below are some common methods at Vinschool.

Buddy Program In this program, a more experienced or competent teacher is assigned to assist a newly recruited, inexperienced or less competent teacher. The focuses of their buddy supporting support includes: provide guidance on program implementation, help gaining deeper understanding of the curriculum and how it is translated into teaching practices provide guidance on routine school procedures, clarifying how to accomplish different teachers’ tasks and responsibilities effectively assist the improvement of professional competence via peer observations and discussions

Mentoring Program This program shares some similar features with the Buddy Program when a senior teacher (mentor) is assigned to support new or less experienced colleagues (mentees). However, the mentor can work with more than one mentee, and more often than not their focus is placed more on professional skills (such as: lesson planning, instructional strategies, or classroom management). Some typical activities integrated in the mentoring program includes: Mentees observe mentors and make an observation log reflecting on what they can learn from the mentors. Mentors provide training (which can be ad hoc) to support mentees to improve their teaching skills before they deliver a lesson; provide mentees with guidance on strong lesson planning. Mentors observe mentees’ class and have post-observation discussion, giving feedback and allowing mentees opportunities to make self-reflection. Follow-up activities after observations can take many forms: further discussions, informal sharing of experiences and good practices, sharing of professional development resources for more teaching ideas and tips, etc.

Focus Group A group of experienced, competent teachers (mentors) are assigned to provide coaching focusing on teaching skills to a group of novice teachers (mentees). The coaching should be started with an analysis of the mentees’ strengths and needs in order to identify the foci of the coaching content and activities. Some typical activities integrated in the mentoring program includes: Observations: Different kinds of observations will take place: Mentors observe mentees’ teaching: for an analysis of the mentees’ strengths and areas for improvement Mentees observe mentors’ teaching: to learn from good practices Mentees observe each other’s class: this should be done after a focused training has been delivered in order to reflect on how the training takes effect. Focused training: After observations, mentors discuss and identify common issues and arrange them in the order of urgency to be addressed. These issues will be selected as the topics of training. However, it is vital that mentors should give an impression that their goal is to learn along with the mentees instead of showing them how teaching is done. It is likely that mentees have suggestions and ideas that can immediately be put into use—be ready to collaborate on implementing them. Group discussion: Group discussions can occur at any phase of the program: during the focused training, prior to observations or after observations. The purpose is to provide mentees with opportunities to share what they know, reflect on past practices and come up with solutions to their persistent issues. In fact, they may have abundant new and refreshing ideas which can be spread among the group. Mentors should also be involved in this step, sharing their experiences and providing resources that mentees can use.