Short overview

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Short overview

• Induction Year
• Mentoring

Valdek Rohtma 53496837 valdek.rohtma_at_ut.ee www.ht.
ut.ee/kutseaasta
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When it started?

• Implementation of the induction year is based on
  the principles set out in the Framework
  Requirements for Teacher Education and National
  Development Plan for Teacher Education.
• In 2002/2003, a pilot project of the induction
  year was implemented at Haapsalu College of
  Tallinn University with several schools of
  Estonia contributing much to the preparation of
  induction year implementation principles. In
  2003/2004, a work group consisting of Tallinn
  University and Tartu University staff made joint
  efforts to make preparations for the
  implementation of the induction year at national
  level.
• Teachers Union and Union of School leaders were
  involved in the preparation process. Universities
  started negotiations with schools and teachers.
• In Estonia, to support novice teachers the I
  stage of the induction year programme was started
  at the beginning of the academic year 2004/2005
  for comprehensive school teachers. In the
  academic year 2005/2006, kindergarten educators
  and vocational school teachers was included in
  the induction year programme.

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Lifelong Learning

• The Continuum of initial teacher education,
  induction year and professional development in
  lifelong learning
• many challenges of initial teacher education
• many challenges for teachers
• The aim of the induction year is to support NQT-s
  adjustment to school as an organization, develop
  professional skills acquired in course of initial
  training and provide support in solving problems
  caused by lack of experience.

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Mentoring as part of Induction Year

• Mentoring as part of induction phase is organized
  in Estonia on two levels.
• Level Mentoring at school. NQT have a mentor who
  works the same school. The mentor does not have
  to be a teacher of the same subject, but
  desirably one who is teaching in the same field
  and at the same school stage. During the
  induction year, NQT analyse and develop teachers
  professional skills in cooperation with the
  mentor and attend 4 induction seminars conducted
  by a university.
• 2. Level Mentoring in universities as group
  mentoring. The NQT-s are group (10 12 person in
  each group) based on institution type. Each group
  have one mentor as supervisor during the
  induction year. The seminars within the NQT-s
  support programme are conducted during school
  holidays, if possible. In the seminars, teachers
  exchange impressions of their first work year,
  discuss and analyse topical subjects and seek
  solutions to problems by consulting specialists
  if required.

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Induction centres at universities

• Induction centres have been founded at Tallinn
  University and the University of Tartu.
  Teacher-training universities deem the induction
  year as Stage I of teachers professional
  in-service training. The main areas of activity
  of the induction centres are as follows
• Conducting the NQT-s support programme.
• Mentor training. Mentors acquire supervision
  skills and learn new information about the
  aspects related to the implementation of the
  induction year.
• Share of information between mentors and NQT-s.
  Electronic lists are compiled for mentors and
  NQT-s through which the parties can exchange
  current information and find solutions to
  problems related to the implementation of the
  induction year.
• As a joint activity of the university centres
  monitoring of the induction year, analysis of its
  implementation and improvements are carried out.

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Saka ring - reflectiontoolMoon, J. 2004. A
Handbook of reflective and experiental learning
Theory and practice. London RoutledgeFalmer
Press.
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What could be the further actions of trainees?
How to support further cooperation?

• From mentors
• learning days, seminars, roundtables
• cooperation between schools
• future movement of information by means of lists
• keep in touch in the following year
• cooperation in instructing the university, the
  mentor and the NQT trilateral cooperation
• exchanging cooperation and experience in the
  future as well
• forum
• mentors visit each-other's schools

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The values of 'on the job' qualifying phase

• good cooperation and mutual support
• listen each-other's problems
• meet other young people and analyse positive as
  well as negative
• gaining new knowledge
• introduce and value teacher's profession
• support
• others' experience
• additional professional knowledge
• teaching self-analysis
• communication
• theory supports practice
• learn to analyse
• nursery school gets a 'steady' employee
• encouraging, experiences and exchanging them
• new employee's painless settling in
• confidence in choosing a profession!!!
• feeling of safety
• NQT gets always help

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What does being a mentor gives to an active
teacher?

• new challenge and motivation for self-improvement
• stimulate mentor's actions
• share experience and learn yourself
• possibility to see and analyse oneself from the
  side
• self-realisation and self-control
• ability to observe
• ability to analyse oneself
• getting new ideas from young people
• keep up with new things
• self-realisation and room for improvement
• possibility to analyse one's actions better
• understand and support young people
• disciplines, forces to observe oneself from the
  distance
• ability to analyse oneself improves