Since the onset of Covid-19, veteran and novice teachers experienced increased stress, upheavals, and challenges in their daily teaching life. The induction program mentors at my school expressed new frustrations and feelings of helplessness when attempting to support their novice teachers. In response, our induction team focused on the cognitive coaching cycle and piloted a “mentor coaching cycle,” a promising support system that helps our mentor teachers become more metacognitively aware of—and more intentional in—their own mentoring practices.
Beginning teachers enter one of the few professions that demand that the novice perform at the same level as a veteran of many years. An induction program with job-embedded mentoring can support novice teachers to grow in their instructional practices and positively impact student achievement.
In our induction program developed at my school, mentors are selected from a pool of veteran teachers. They participate in a robust mentoring program so that they can support novice teachers to become reflective practitioners.
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