Teacher induction and mentorship policies: the pan‐Canadian overview

• Published in: International Journal of Mentoring and Coaching in Education
• Main Author: Kutsyuruba, Benjamin
• Format: Article in Journal/Newspaper
• Language: English
• Published: Emerald 2012
• Subjects: Northwest Territories
• Online Access: http://dx.doi.org/10.1108/20466851211279484; http://www.emeraldinsight.com/doi/full-xml/10.1108/20466851211279484; https://www.emerald.com/insight/content/doi/10.1108/20466851211279484/full/xml; https://www.emerald.com/insight/content/doi/10.1108/20466851211279484/full/html

Purpose The purpose of this exploratory article is to address the questions of teacher attrition and retention by examining the policies supporting beginning teachers in different jurisdictions (provinces and territories) in Canada through teacher induction and mentorship programs. Design/methodology/approach This research study relied on the collection of documents as the primary method of data collection. Both policy documents as means of external communication and the informal responses to formal policies by various stakeholders were analyzed in a complementary fashion in this study. The study examined numerous government documents, websites, program/policy memoranda, newsletters, as well as academic reviews pertaining to beginning teacher induction programs across Canada. Findings Data analysis revealed significant policy variability across the provinces and localities, with comprehensive induction programs instituted only by the educational authorities in New Brunswick, Ontario, and Northwest Territories. A fundamental building‐block of the induction programs was the creation of a formal mentoring program that matched experienced teachers with teachers who were new to the profession and/or to the province/territory. Research limitations/implications Policy makers should consider the implementation of structured induction programs that successfully inculcate new teachers into school cultures and result in decreased teacher attrition and increased retention of beginning teachers. Mentoring is at the core of successful induction programs. Evident in all policy‐mandated induction programs under study was the importance of the school principal's role in effective functioning of mentoring programs. This aspect of the principal's role should be further examined and researched to understand the administrator role in the implementation and functioning of effective induction and mentoring programs for beginning teachers not only in Canada but worldwide. Practical implications In considering implementation of teacher ...