Tang Silva Wu Recruitment Retention & Professional Development
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The document discusses a study on mentoring Chinese language teachers. It provides background on the importance of induction and mentoring programs for new teachers. The study surveyed 21 first and second year Chinese language teachers, 14 from public schools and 7 from private schools. Preliminary findings show that 62% of teachers in public schools received a mentor compared to 71% in private schools. Public school teachers also had higher teaching loads on average. While mentors were found to be helpful in many ways, they were not always helpful for teaching Chinese specifically. The conclusion calls for improved mentoring support and professional development related to teaching Chinese language.
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Tang Silva Wu Recruitment Retention & Professional Development
- 1. Learn to Teach & Teach to Learn: Recruitment, Retention, & Professional development Frank Lixing Tang New York University Duarte M. Silva Stanford University Wanli Wu University of Massachusetts
- 2. Mentoring in Schools: A Survey Study of Twenty-one Chinese Language Teachers Frank Lixing Tang New York University
- 4. The importance of induction and mentoring Induction is a stage in a continuum of teacher development. Induction involves school district, school, and external networks. Mentoring is a useful component of induction, but only one element of a comprehensive induction system. National Commission on Teaching and America’s Future (NCTAF) 2005
- 5. Various Types of Induction Experiences Basic induction: Mentor from teacher’s own or another field + support communication from an administrator Basic induction + collaboration: Mentor from teacher’s own field + support from administrator + common planning time or regularly scheduled collaboration time with other teachers Basic induction + collaboration + participation in an external teacher network + reduced number of preps (course load) and being assigned of a teacher’s aide Source: Induction into Learning Communities—A report prepared by National Commission on Teaching and America’s Future, 2005.
- 8. A study on mentoring of Chinese language teachers Participants 21 first & second year teachers teaching Chinese 14 in public and 7 in private school All are graduates or current graduate students of NYU Data collection Online questionnaire Follow-up interview Preliminary findings * The study is partially supported by a funding from Freeman Foundation
- 9. Descriptive Data Out of the 21 respondents, 14 teach in public school and 7 teach in private school. Out of the 14 in public schools, 9 have a mentor and 5 do not. Out of the 7 in private schools, 5 have a mentor and only 2 do not. The average of teaching load for those in public schools is 5 classes in their first year of teaching. The average of teaching load for those in private schools is 4 classes.
- 37. Conclusion 62% of Ch language teachers in public schools get a mentor vs. 71% in private schools. Teachers in public schools teach more classes than their counterparts in private schools. Teachers who have mentors find mentors helpful in many ways even though they are not that helpful in teaching Chinese.
- 38. Conclusion Not all mentors receive compensation or release time. Schools and school districts do not offer much PD related to the teaching of Chinese. Universities and professional associations play an important role in PD, but they do not offer day-to-day mentoring.
- 39. More data to be reported . Thank you [email_address]
Editor's Notes
- #2: INTRODUCTION Different focus to workshop usual skills, standards, curriculum issues Approach education from a holistic point of view -both teacher and student as WHOLE human beings: made up of complex parts which interact and have an effect on one another; interact with one another and the world around us