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- Mentoring
Non-Traditional
Beginning Teachers:
- A Bilingual Paraeducator
Career Ladder Case Study
- Jorge P. Osterling, Ph.D.
Nancy A. Arnold, M.Ed.
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- Over two years 25 form=
er
bilingual paraeducators mentored through a Teacher Induction Program=
(TIP)
to reach their ZPD (cf. Vygotsky):
- All work as non-traditional, beginning ESOL teachers
- Graduated from Mason’s BIPACAL
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- A research-based model for induction
- Reduce attrition of novice teachers
- Assure highly qualified teachers for ALL students
- Strengthen novice (& experienced) teachers’ instructional
practice & perceptions of their profession
- Take mentoring from an orientation & instructional practice mode=
l to
a school transformation model linked to school renewal
- Develop systemic support systems and authentic communities of learne=
rs
in each school, focused on teaching, dispositions, and learning.
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- Developing an “explicit endorsement of induction as a shared
responsibility and a professional culture that supports collaboration
and problem-solving” =
span>(S.
Feiman-Nemser).
- Expanding the impact of mentoring that already existed both in Mason=
as
in the three Northern Virginia divisions.
- Building on research-based, proven practices.
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- Increasing the recruitment, preparation and retention of culturally =
and
linguistically diverse teachers, through education programs such as
BIPACAL, will have a positive impact in the reduction of both the
academic achievement gap and the drop out rates that are currently
hurting students of color.
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- Assist Mason and participating schools in linking their induction
programs to the needs of the career ladder novice teachers
- Assure that mentors had the knowledge, skills, and support they need=
ed
to carry out their mentoring roles
- Determine perceptions of all stakeholders regarding the impact of the
program; and
- Track novice teacher turnover data
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- Bilingual paraeducator=
s are
committed to the students and to the schools where they work.
- Many taught overseas and studied in IHEs
- Experience working with culturally and linguistically diverse stude=
nts
(e.g., culturally appropriate pedagogy)
- Transferable knowledge (e.g., classroom management)
- Strengths (i.e., funds of knowledge, motivation).
- Positive impact of teachers of color on student achievement.
- National Collaborative on Diversity in the Teaching Force.
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- According to Ellen Moir, novice teachers move through several phases
although not everyone goes through the exact sequence. These are:
- Anticipation
- Survival,
- Disillusionment
- Rejuvenation
- Reflection;
- Back to anticipation.
- Source: Ellen Moir, Director UCSC New Teacher Center http://www.lbus=
d.k12.ca.us/curriculum/BTSA/1st_year.htm
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- Mentors are former ESOL master teachers. Each worked with BIPACAL
former paraeducators/ novice teachers individually and as a cohort.<=
/li>
- Individually: Mentor visited and observed twice a month each BIPACAL
novice teacher throughout the school year.
- Each novice teacher provided the mentor with a needs assessment for
additional assistance in areas such as communicating with parents or
classroom management.
- As a Cohort. BIPACAL n=
ovice
teachers were required to attend monthly follow-up workshops.
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- How do beginning teachers who were previously paraeducators characte=
rize
their lived experiences in making this transition and in transferring
their classroom knowledge and skills from their previous role of
assistants to their new role of classroom teachers?
- What are the predominant challenges faced by former paraeducators du=
ring
their first two years as classroom teachers?
- How do these themes provide an understanding of the transitional path
from paraeducator to professional teacher?
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- Interpretive, qualitative methodology:
- Semi-structured interviews
- Novice teacher pre-assessments
- Mentoring workshop evaluations
- Print material directly related to teacher induction
- Mentor needs assessments
- Novice teacher perceptions of the mentoring experience surveys
- Field notes
- Interviews
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- A key variable for success is the match between the mentor and novice
teacher (Fideler & Haselkorn, 1999).
- Non-traditional novice teachers (e.g., career advancement programs):=
- Assistance in transferring their expertise as paraeducators to high=
ly
qualified teachers.
- Age appropriate, cross cultural mentoring
- Flexibility
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- Mentors of non-traditional novice teachers of color need to be:
- Aware of the cultural attitudes, beliefs, and values that impact the
professional lives of PK-12 novice teachers of color
- Sensitive to systemic barriers and challenges for graduates from
paraeducator-to-teacher programs that may hamper their ability to th=
rive
and perform as teachers
- Politically balanced and aligned so that the mentor can be recognize=
d as
a valuable ally and resource
- Sensitive to the demands often placed upon PK-12 novice teachers of
color.
- Vigilant in encouraging non-traditional novice teachers to set reali=
stic
boundaries
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- Developed a systemic support system (a professional culture that
nurtured novice & experienced faculty & staff)
- Maintained a focus on program improvements (used pre- & post-
assessment from novice teachers & mentors)
- Realized the impact of school culture on teacher induction.
- Aligned efforts of teacher leaders and administrators to provide the
structure for teacher induction.
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- Jorge P. Osterling, Ph.D.
- Director BIPACAL, A Title VII Paraeducator Career Ladder Grant
- (703) 993-8136
- josterli@gmu.edu
- Nancy A. Arnold, M.Ed.
- Retired ESL Master Teacher, APS
Induction Specialist, BIPACAL, A Title VII Career Ladder
Grant
NAARNOLD@aol.com
- Martha Maher, M.Ed.
- Retired ESL Master Teacher, APS
Induction Specialist, BIPACAL, A Title VII Career Ladder Grant
maher320@yahoo.com
- College of Education and Human Development
- George Mason University
Fairfax, VA
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