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Stages within the Mentor Partnership |
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The mentor partnership will change and evolve over time as early career educators develop new skills and confidence in their profession. Most new teachers will progress through developmental phases that are repeated throughout the mentoring process, dependent on new activities and challenges that are encountered. Mentors can assist the early career special educator in making a successful transition through these stages.
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First Stage: The first stage focuses on practical skills and information such as:
Mentors can assist the early career educator in accomplishing specific tasks related to their new position. They provide the modeling of skills, sharing of strategies and observational feedback. An implementation plan is developed within the mentor partnership to focus on the needs of the beginning teacher. |
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Second Stage:
During the second stage, mentors and early career educator can concentrate more
intently on the art and science of teaching and on polishing classroom management skills.
The beginning teacher is more self-directed in their development of skills but also
needs consistent and frequent feedback.
Mentors can direct the beginning teacher to self-reflective practices that will assist in evaluating their own progress. Reflective practice can consist of:
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Third Stage:
In stage three, the focus shifts to a deeper understanding of instructional
strategies and ongoing professional development that is based on the assessed
needs of students. The beginning teacher is no longer reliant on the mentor
and can provide possible solutions to problems encountered.
The mentor can act as a “sounding board” to discuss the beginning teacher’s concerns and offer emotional support. During this time, the mentor relationship will begin to redefine into a peer support and collegial relationship. |
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