Rethinking Schools, Spring 2011
accessed 3/27/2011
Summary/Key Points: Engel writes from the perspective of a recently-finished participant of California's "induction program," a process by which new teachers are linked with a mentor teacher with whom they can talk about their experiences. She mentions that 80% of new teachers go through a program like this, and that the programs are ostensibly for supporting new teachers "in the process of being a reflective practitioner." Although there surely remains a lot to be explored, Engel suggests that the induction program she went through failed her by focusing exclusively (and almost comically, if it weren't so depressing) on test scores even as the targets of participants' action research inquiries.
Intended Audience: education policymakers, new teachers (esp. those involved in a program like this)
Relevance: Again, two interesting perspectives to consider this one from. From the perspective of a policymaker, it is important to gather accounts like this and decide how to address the fairly broad, addressable wrongs that Engel brings up. Test scores aside, there are clearly many kinks that need to be worked out.
From the perspective of a new teacher, I can sit back and feel immensely lucky that I got established with the mentor teacher I did. Our relationship seems like a great combination of student teaching and the "induction program" that Engel describes above; we observe each other, and trade opinions and techniques about the classes that aren't observed.
Her article also makes me wonder if Oregon has a similar program in place, or if the student teaching aspect of our program is considered an "induction program." Has anyone heard anything about this sort of setup here?
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