In 2006, the Ontario Ministry of Education mandated the New Teacher Induction Program (NTIP) to provide job-embedded mentorship and professional learning to Ontario’s beginning teachers (Ontario, New teacher induction program. [Webpage]. Retrieved from: https://www.ontario.ca/page/new-teacher-induction-program , 2024 May 15). Effective teacher induction programs are recursive and infuse elements of mentorship with collaborative learning experiences (Hill & Papay, Dispelling the myths: What the research says about teacher professional learning. Harvard University & Annenberg Institute at Boston University. [PDF Document] Retrieved from: https://annenberg.brown.edu/sites/default/files/rppl-dispelling-myths.pdf , 2022, February 15) and help build confidence and self-efficacy in beginning teachers (Han, Frontiers in Psychology, 14, 1088111. https://doi.org/10.3389/fpsyg.2023.1088111 , 2023; Moir & Gless, Teacher Education Quarterly (Claremont, CA), 28(1), 109–114, 2001). When implemented effectively, communities of practice, lab classrooms, and instructional coaching are three high-yield professional learning structures for beginning teachers (Hill & Papay, Dispelling the myths: What the research says about teacher professional learning. Harvard University & Annenberg Institute at Boston University. [PDF Document] Retrieved from: https://annenberg.brown.edu/sites/default/files/rppl-dispelling-myths.pdf , 2022, February 15; Yoon et al., Journal of Teaching in Physical Education 43(3), 377–386, 2023). Effective mentorship results in increased self-efficacy in beginning teachers, supports more vigorous reflective practice, has positive impacts on student outcomes, and is an element of many induction programs, including the New Teacher Induction Program (Joftus & Maddox-Dolan, New-teacher excellence: Retaining our best. Alliance for Excellent Education, Washington, DC, 2002; Kutsyuruba et al., International Journal of Mentoring and Coaching in Education, 8(4), 285–309. https://doi.org/10.1108/IJMCE-02-2019-0035 , 2019; LoCasale-Crouch et al., Mentoring & Tutoring, 20(3), 303–323. https://doi.org/10.1080/13611267.2012.701959 , 2012). When the high-yield structures of instructional coaching, lab classrooms, and communities of practice are infused with quality mentorship, the professional learning of beginning teachers can be significantly enhanced. Using Ontario’s New Teacher Induction Program context, this chapter explores how mentor-embedded professional learning communities can revolutionize new teacher induction and create a meaningful learner-centered experience.

Mentor-Embedded Professional Learning Communities (MEPLCs) as a Tool for Teacher Induction

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发表日期：

2025年

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Terri Jackson

摘要

In 2006, the Ontario Ministry of Education mandated the New Teacher Induction Program (NTIP) to provide job-embedded mentorship and professional learning to Ontario’s beginning teachers (Ontario, New teacher induction program. [Webpage]. Retrieved from: https://www.ontario.ca/page/new-teacher-induction-program , 2024 May 15). Effective teacher induction programs are recursive and infuse elements of mentorship with collaborative learning experiences (Hill & Papay, Dispelling the myths: What the research says about teacher professional learning. Harvard University & Annenberg Institute at Boston University. [PDF Document] Retrieved from: https://annenberg.brown.edu/sites/default/files/rppl-dispelling-myths.pdf , 2022, February 15) and help build confidence and self-efficacy in beginning teachers (Han, Frontiers in Psychology, 14, 1088111. https://doi.org/10.3389/fpsyg.2023.1088111 , 2023; Moir & Gless, Teacher Education Quarterly (Claremont, CA), 28(1), 109–114, 2001). When implemented effectively, communities of practice, lab classrooms, and instructional coaching are three high-yield professional learning structures for beginning teachers (Hill & Papay, Dispelling the myths: What the research says about teacher professional learning. Harvard University & Annenberg Institute at Boston University. [PDF Document] Retrieved from: https://annenberg.brown.edu/sites/default/files/rppl-dispelling-myths.pdf , 2022, February 15; Yoon et al., Journal of Teaching in Physical Education 43(3), 377–386, 2023). Effective mentorship results in increased self-efficacy in beginning teachers, supports more vigorous reflective practice, has positive impacts on student outcomes, and is an element of many induction programs, including the New Teacher Induction Program (Joftus & Maddox-Dolan, New-teacher excellence: Retaining our best. Alliance for Excellent Education, Washington, DC, 2002; Kutsyuruba et al., International Journal of Mentoring and Coaching in Education, 8(4), 285–309. https://doi.org/10.1108/IJMCE-02-2019-0035 , 2019; LoCasale-Crouch et al., Mentoring & Tutoring, 20(3), 303–323. https://doi.org/10.1080/13611267.2012.701959 , 2012). When the high-yield structures of instructional coaching, lab classrooms, and communities of practice are infused with quality mentorship, the professional learning of beginning teachers can be significantly enhanced. Using Ontario’s New Teacher Induction Program context, this chapter explores how mentor-embedded professional learning communities can revolutionize new teacher induction and create a meaningful learner-centered experience.